To promote educational reform and change, there is a need for schools to be reconceptualised as learning organisations. One of the key ingredients to this vision is modelling and growing of teachers as leaders. Teachers as leaders are no longer based on their formal position but seen to be teachers that gain control of their own professional progression in the classroom and beyond. 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 on their experiences meeting exemplary secondary school mathematics teachers they perceived to exhibit exemplary leadership. It was found that most of the responses are based on their personal and professional encounters. These exemplary leadership characteristics influence their perception for an ideal model for secondary mathematics teachers. Among others mentioned are interpersonal communication skills, knowledgeable in content and pedagogy, desirable personal attributes, and reform driven.