This study investigated teachers’ perception of teacher leadership and online class teacher leadership using the photovoice method. Participants in the study are five teachers from the millennium generation among elementary school teachers belonging to S City Office of Education. The results of this study are summarized as follows. Daily teacher leadership and online class teacher leadership were perceived differently. ‘Being determined', ‘wide attention and rich communication', ‘promoting growth for individual students’, and ‘waiting' are recognized for daily teacher leadership, and ‘creating', ‘narrow-minded attention and limited communication', ‘detailed planning’, and ‘careful, continuous, and lots of guidance' are recognized for online class teacher leadership. Factors promoting online class teacher leadership were presented such as controllable variables and rationalization, cooperation among teachers, participation and cheering of students, and factors impeding were pointed out such as uncontrollable variables and regrets, ceaseless and never-ending meetings, a drop in parents' confidence in teachers, and a drop in teachers' confidence in the Ministry of Education. These results suggest that the subject and the area of teacher leadership have changed in the context of online classes, that teachers’ attention and communication are concentrated on underprivileged students, that teacher leadership is characterized as a millennial generation, and that there are both already improved problems, and remaining problems relating TO online classes.