An important theoretical foundation for the study of leadership in Denmark is an understanding of school leadership being basically an act of communication. With inspiration from systems theories (Qvortrup 2001) we see educational leadership as: "The goal-directed and specialized communica-tion and organization of communication and the precondition for communication that aims at stimu-lating learning and communication amongst students, staff as well as leaders." (Moos 2003:19). We have been 'shadowing' the principal, a department leader, a teacher and a student on the same day followed up by interviews. On the basis of the observations and interviews we have written case stories of which we analyse and discuss levels of leadership from a communicative perspec-tive. In using a case study approach we are getting in depth analyses of the micro politics of school leadership. The case stories gave detailed insight into the ways leadership is being practised at many levels that took part in school leadership and accepted responsibility for the school life and learning in different ways questioning managerial concepts of distributed leadership (Woods 2004).