In this chapter, we explore potentials and challenges for academic developers in their roles as deliberative leaders. Deliberative leadership in this context involves contributing to academics’ understanding of, reflection on and enactment of teaching and learning as – and for – public good. Furthermore, it implies performing educational leadership by means of deliberative communication. We study two ADs as they prepare, conduct and reflect on a course session with the aim of nurturing academics’ professional responsibility, through a discussion about learning outcomes and constructive alignment in relation to professional responsibility. We start by situating the case within current research on academic development as well as the recent implementation of the National Qualifications Framework (NQF) in Norwegian higher education. As brokers between external polices, institutional leaders and fellow academics, academic developers are continuously faced with the considerable political and pedagogical challenge of creating spaces for imaginative and creative engagement between policy and practice. Deliberative leadership is identified as a means of seeking out legitimate compromises – consistent with professional responsibility – within these complex webs of commitments. The case, however, repeatedly demonstrates just how challenging deliberative leadership is in practice.