The objective of this study was to assess current practices and major challenges of schoolrnleadership and its implementation to enhance culturally responsive education in secondaryrnschools of the Oromiya Special Zone in the Oromiya region. The study employed a descriptivernsurvey research design and quantitative and qualitative research method. For a betterrnunderstanding of the situation, a descriptive survey research design and quantitative andrnqualitative research method was employed. Questionnaires and interviews were used as a methodrnof data collection. Percentage performance was used for analyzing the quantitative data while thernqualitative data were thematically organized, categorized, and examined to understand thernemerging patterns for responses. The result has shown that the selected secondary schools havernmoderate practices of cultural responsiveness. Because, cultural responsiveness helps to bring arngood relationship with staff, student, and their parents, and encourage the student to advancerntheir cultures, and it helps to solve the problem of their school challenges that they have with therncommunity. In another side, OSZ selected secondary school to have some weak practices ofrncultural responsiveness, such as to bring together diverse groups from inside and outside of thernschool, to create an inclusive school community, creating a culturally responsive environment,rnand celebrate multicultural events with students are the major challenges of these schools. Inrnconclusion, there are problems of culturally responsive leadership practices in Oromiya SpecialrnZone selected secondary schools. Therefore, the study recommends that culturally responsivernleadership activities that mainly focus on empowering both principals and schools to fosterrnculturally responsive leadership practices in the secondary school need to be exercised and givenrndue attention by the responsible body