This chapter considers the possibilities and challenges of developing teacher leadership, at scale, through the system-wide implementation of professional learning communities (PLCs) in Singapore. The idea of a PLC has been given a formal status in centralized Singapore education. The challenges to PLCs in school settings have been fairly well documented. One of the most common challenges is to do with time, or the lack of it. The term teacher leadership is not a new concept and has been around for more than two decades largely emanating from the professionalization discourse in the USA in the 1980s and 1990s. Since then it has gained a footing in the educational reform discourse to varying extents but predominantly in Western Anglophone countries. The findings suggest there is a spread of difficulties or challenges that teacher leaders are confronted with when engaging in PLCs.