The report details a follow-up study commissioned by the municipality of Helsingborg and conducted by a research group in School Development at Gothenburg University. The study is designed to build a partnership between the municipality and the research group, where the results from this study will serve as a starting point for further collaborative projects. A new kind of middle leaders has been introduced into the school and preschool organisations, socalled process leaders. In previous research, similar roles as development leaders or change agents have been described. The local authority aims at promoting school improvement and professional development. The study aims at reviewing the introductory phase of implementing process leaders in the school and preschool organisations. The questions in focus are: • How is the process leaders’ work organised? • How is the process leaders’ work steered? • What tasks do the process leaders work with? Two types of methods have been used: (a) a survey to all schools/preschools where process leaders have been implemented and (b) interviews with all principals at those schools/preschools and the head of the school administration department. All teachers at the schools and preschools in the area, including the process leaders, have answered the survey. The results from the survey, focusing on collective self-efficacy, show that so far the process leaders’ have not influenced their colleagues’ work in any major way, especially not for those already having a good and critical collaboration going on. The impact of the process leaders’ work in this phase, also to a small extent, reaches the class room work. However, impact is apparent in the practice of meetings between teachers. The interviews were conducted as focus group discussions with two to four principals in each group. The topics focused on (a) what the process leaders were doing at each school/preschool and (b) what the principals thought about their work. Results show that the process leaders so far mostly work with micro processes such as facilitating peer meetings about pedagogical issues, which therefore have been improved. Still there is a general aspiration among the principals that the process leaders should be more involved in macro processes of the organisational work, such as planning and leading the strategic work of school development. However, we notice that the study also reveals that there are different opinions about the benefit of having process leaders in the schools/preschools at all. Some principals, describing the need to be in control of all the processes going on in their organisations, see the process leaders as somewhat of a threat. On the other hand, other principals describe a distributed leadership as their vision, and highlight the possibility to better improve school development with the help of their process leaders’ work.