This article is focused on determining the impact of distributed leadership on mathematics learning among eighth grade students belonging to low and medium-low socioeconomic groups in Chile. Participants in this study were 782 teachers from 69 schools that scored above the national average in two consecutive periods in testing for the System for Measuring Quality of Education (Sistema de Medición de la Calidad de la Educación-SIMCE). Linear hierarchical models were adjusted for this analysis at two levels: level 1 (school) and level 2 (socioeconomic group). Results indicate that the participation and cooperation dimensions of distributed leadership led to an increase of 12.7 and 13.8 points, respectively, in average scores for the SIMCE mathematics test.