This study aimed to identify the processes used by the principal of a private school in Karachi, Pakistan to motivate teachers for the accomplishment of the delegated tasks. The research focused on three major areas i.e. process of delegation; support provided in delegation and challenges occurring during the process of delegation. In the context of Pakistan, principals are mainly found as typically isolated with their positional powers. (Bahadur, 2010). This is one of the reasons when the tasks are delegated to the teachers; they are left with less support and perhaps no guidance. There are some significant literatures which illustrate that a school principal, as a distributed leader, plays a versatile role in developing a second line of leaders in the form of teacher leaders. This is mainly achieved by institutionalizing the process of delegating responsibilities to the teachers and motivating them to fulfill delegated responsibilities. With the aim and focus, this study is carried out within the paradigm of qualitative research and designed under the case study method. To obtain in-depth information and understand the facilitating factors for supporting teacher leaders to fulfill delegated responsibilities, data were collected through semi-structured interviews, observations and document analysis. The findings of this study have informed that the principal uses a structured process for selecting and delegating responsibilities to the teachers. Moreover, through support mechanism in the system principal also motivates teachers extrinsically and intrinsically to fulfill the delegated tasks. These mechanisms are strong communication system; empowerment; collaborative learning; capacity building; flexible work structure and trustworthiness. Furthermore, data have also highlighted some challenges like coordinators' turn over, lack of incentives and overloaded work which create hindrances in the process of delegation. Nevertheless, the efforts applied by the principal resulted in professional development of the teachers; building accountability and ownership among the teachers; sharing of responsibilities, creating future leader and improving teachers' performances.