Over the past decade, the number of master-educated teacher leaders (MTLs) in Dutch education has increased significantly. This study identified three key themes that shape the role of MTLs: 1) driving inquiry-based working in teams; 2) promoting horizontal and vertical alignment within the wider organization; 3) ensuring MTLs’ self-care and professional sustainability. The associated activities are presented in a dynamic model that MTLs can use to choose and reflect on their activities and adapt them to the needs of their context. The study shows that MTLs can play a vital role in developing supportive organizational conditions for a stronger learning culture in VET, provided they engage in the above activities and adapt them to the specific characteristics of their context.