Despite the glut of recent research that examines the complex art of school leadership, little or nothing is known of the enactment of subject-specific leadership across our education system. This national deficiency is aptly exemplified by our collective unawareness of mathematics leadership in the primary school sector. Coincidentally, this recognition also comes at a time of growing expectation and rising demand being placed upon the mathematics teaching and learning provision in all schools. This research seeks to address this gap by focusing upon ten individuals who self-identify as local mathematics leaders. Specific strands of inquiry include the nature of the duties they undertake, their generalised working habits, the supports they access and the skillset that they call upon in the course of their work. The researcher chooses a mixed-methods approach to tease out these queries. Drawing on elements of the case-study tradition, these diverse mathematics leaders are profiled in detail. The cohort are drawn from the principal and teacher-leader communities - some are remunerated for their work, others are volunteers. The researcher exploits three research instruments to gather data: an initial participant questionnaire/profiler, a twenty-day participant activity log and a semi-structured interview format at the conclusion of the logging period. The data-analysis process further subscribes to the mixed-methods orientation of the researcher. Comparisons are drawn between different types of leader and how they fulfil their functions. Following the merger of qualitative and quantitative data bases, a set of five cross participant themes are identified and expanded upon. Primarily, the themes address key findings including the critical influence of context upon the working emphases of the local leader, the ever-growing complexity of the role, seeming contradictions within such leadership work, the universal absence of adequate time for mathematics leaders to lead, and, the apparent dearth of bespoke professional development and networking opportunities available to such personnel. Following a robust benchmarking of the findings against the known international research, a comprehensive set of rationalised conclusions and recommendations are presented for consideration. Principally, they aim to address the widely held ignorance of the mathematics leadership position. Additionally, they seek to suggest tangible supports such as formalised role recognition, accompanying release time and enhanced networking opportunities in order to address this profile gap, and to practically assist the isolated practitioner on the ground. It is intended that these endorsements will speak to a broad national audience of school leaders themselves, management bodies, teacher and principal representative groups, national support services and most crucially, policy makers.