An effective school leadership is critical for the success of educational organisation. Importantly teachers as leaders have extraordinary influences in their own classrooms and on their students. The aspect of teacher leadership provides self-knowledge and also the courage to act on that knowledge. However, what a teacher-leader believes does not necessarily get reflected into his or her teaching practices in the classroom nor may it be reflected or perceived by their peers. In this study, we explored the insights from twelve graduate teacher-candidates in one of the teacher training institutions in Brunei Darussalam. They were asked to describe the ideal leadership role that will need to be present in or possessed by a secondary mathematics teacher. There were many variations in the responses where it is similar to the traits of a good mathematics teacher but extended beyond the classroom. Apart from ideal leadership traits such as excellent classroom control and knowledgeable in mathematics content and pedagogy, ideal leaders should also have collegial capabilities, growth oriented among others.