Technical and vocational education has promoted both on the basis of its potential to support the equity, productivity, and sustainability of countries and for its importance for employability and social mobility. The objective of this article is to understand distributed leadership and the culture of collaborative work in technical and vocational high schools. The research followed a qualitative, multi-case study methodology based on a selection of eleven vocational schools with a history of sustained improvement. The results describe various leadership practices centered on increases in administrative staff, a decentralization of responsibilities, collective and collaborative work between departments, professional and personal collaboration networks, common goals, and group decisions with the productive sector. This study is relevant for the promotion of educational policies that value and guide the distribution of leadership to strengthen technical and vocational education.