Metaphors are powerful conductors for internal change. Even though and expected, sensemaking is different among educational leaders, their ‘giving sense’ to others is witnessed as though they are ‘becoming’ their metaphors (Grove & Panzer, 1989). It is argued that if a leader becomes their metaphor their oral and written narratives will reflect that metaphor. In other words, ‘language itself leads us. Not words as such, but the meaning we have come to attribute to them, the concepts they embody, the mental artefacts they invoke or conjure’ (Thayer, 1988, p. 259). Barry, a school leader, embodies his metaphor in the concept of ‘buffer’. The mental artefacts aim to appeal to the staff: ‘I am the human shield between the [School System and the teachers]—the buffer. . My job is to be the human shield that protects teachers from the excesses of regulators’ [Principal]. If a school leader’s metaphor illuminates who they are, the leader’s narrative explaining their metaphor may provide a window to understand more fully their ‘leader self’, or others.