The imperative to embed educational technologies in higher education practice requires leadership at many levels. However, there is a dearth of empirical research in “educational technology leadership”, situated at the nexus of educational leadership and educational technology. This is particularly so in relation to educational technology leaders who, working in the “middle” of their institutions often in informal positions, are uniquely positioned to play a crucial role in leading change. This study employs Narrative Inquiry in exploring the experiences of these leaders in Irish higher education, beginning with an online survey of such leaders, followed by semi-structured interviews with ten leaders in the Institute of Technology/Technological University sector. Using Thematic Analysis and Interpretative Phenomenological Analysis, the study concludes that, although participants see their roles more in terms of change agency than leadership, their practices clearly position them as leaders, relying primarily on influence rather than any positional authority. The leadership exemplified by these leaders embodies a congruence that encompasses five key dimensions: people-centred, purpose-driven, shared, credible, and enabling. This coherence is central to their credibility and ability to influence. It is crucial, then, that this seldom acknowledged leadership be recognised and nurtured so that these middle-out leaders, and institutional leaders in general, may more fully appreciate and leverage it. In addition, the efforts of these leaders can be further enhanced through consistent and coherent institutional approaches where vision, strategy, policies, and actions are aligned to value and support their endeavours. Importantly, while leadership can be exercised at all levels, albeit in different ways, the study contends that learning “leadership” should not be left to chance or osmosis but needs to be intentionally woven into the fabric of institutional conversations to ensure that it is recognised, valued, and developed to foster sustainable and transformative learning organisations.