In the Church of Sweden, the head of the educational activities is usually not a church, or parish, educator, nor a teacher. One purpose of the 2014 educational reform was to clarify the role and mission of the education officer (församlingspedagog). The roll of the education officer as leader has not been highlighted. The purpose of this present study is to elucidate if some of the education officer’s leadership in the Swedish Church can be called educational leadership and to what extent the school’s definition of educational leadership can be applied in this context. If so, how can educational leadership be understood, conditioned and realized in practice, that is, in the church context. The thesis is based on a qualitative study with interviews of education officers, who are in a leading position of theeducational activities, and their managers. Theoretical starting points have been Ärlestigs and Törnsén’s model for school leaders’ educational leadership. Another starting point is Berg’s model to explore the freedom and limitations of the leadership activities. The education officer’s leadership consists of two parts, one as a manager and one as a leader. The tension between these two is obvious as the role of a manager is clear and the one as leader is unclear. Ärlestigs and Törnsén’s model consists of three parts that together constitute the educational leadership of the leader; to create the conditions for learning and teaching in the role of educational leader, to guide the school’s core processes in the role of educational leader, that is to lead learning and teaching and finally, to link the organization’s results to the daily work of learning and teaching. The result of this study is that the conditions for management are that the educational leader are given the needed conditions to lead and receive support in the work. The conditions for educational leadership are not fully fulfilled, as the leadership role is unclear. There is a need to adjust the terms to better suit the church context. The work and leadership of the education officer needs to be acknowledged, made visible and described in order to be possible to develop.