This study explored gender role attitudes of primary school teachers and students towards women as primary school leaders. The study considered primary schools in Gomma woreda, jmma Zone, Oromia region. Purposive, availability sampling and stratified sampling as well as simple random sampling technique were employed to select samples from different populations. A total of 23 teachers and 56 students participated in this study. A self-administered questionnaire, 13 traditional proverbs of the society, interview were used to generate responses from respondents on how gender based attitudes have influenced their thoughts about women in leadership. Before data collection, the reliabilities of instruments were established through a pilot study. Four schools, namely, Dalachoo, Cami tokko, Barsoomaa and Cheda Primary Schools were participated in the study. Data were analysed using descriptive statistics and inferential statics like T-test and Chi-square. Results indicate that majority of the students and teachers surveyed directly or indirectly held gender-role attitudes. Majority of teachers and students prefer men as their school leaders and ascribe roles to male or female on traditional gender ways. Significant difference in gender-role attitude was also observed between teachers and students; though, no significant difference was observed between the two sexes of teachers. From these findings, it is recommended that all stakeholders need to work harder to bring Cultural Revolution and ensure equal representation of women at all levels of leadership including educational leadership. This is because the representation of women in school/ educational leadership could undoubtedly enable women to serve as role models for young girls in school and beyond and provide opportunities for increased gender sensitivity in schools and in the larger society. Thus having women in leadership positions forms one of the essential conditions for the practice of equality within primary school, This is especially important because what future generation of men and women learn at school doesnâ€Ÿt just consist of what they are explicitly taught ,but also of what they see and experience as regard to the schools and operation of the institution in which they spend crucial part of their life.