Revisiting our leadership identity each time before we walk into a classroom can give us an opportunity to re-examine what leadership tenets we demonstrate in the classroom and to what extent our leadership practices foster or limit our students' growth. This book attempts to shed light on the impact of language teachers' leadership identity on their pedagogical and class management choices. It proposes a new pedagogical framework, Leaderful Classroom Practices which emerge through social, relational, and dynamic interactions between the teacher and students. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book intends to demonstrate how to accomplish this mission both in theory and practice.