The objective of the study was to investigate the practices and challenges of school leadership in secondary schools of Hadiya Zone. The design chosen for the study was an explanatory design and the method employed was mixed methods. The sampling techniques used in the study were purposive and simple random. Samples included 114 teachers, 30 principals, 15 secondary schools and 8 cluster supervisors. The data gathering instruments were questionnaire, interview as well as document analysis. Questionnaire was administered to 106 teachers and 30 principals while cluster supervisors were interviewed. Both primary and secondary data were collected from various sources using different techniques. The collected data were analyzed using both qualitative and quantitative methods of data analysis. The findings of the study revealed that the position attainment and qualification of principals were not compatible in those secondary schools. The findings of this study depicted that principal position attainments designed as most of the principals were getting their position by higher authorities, by political acceptance and there was no involvement of parents, teachers and other stakeholders on the best approaches and practices that would assist the achievement of school vision. Concerning main roles of school principals were done their activity below the expected level in the study area. The study revealed as lack sufficient time and managing staff relationship, dealing with poor performance, lack of support from top authority were problems that hinder school leadership practices. The study concluded that principals are less effective in their leadership due to lack of experience and qualification in their professions. Finally, the point of the recommendation is providing opportunities of training for unqualified school leaderships to build their professional skills to alleviate /solve/the factors that hindered proper implementation of school leadership practice. Finally it was recommended that position attainment conditions must be transparent. Furthermore, continuous professional development training on school leadership functions to principals is significant for the purpose of the principals to incorporate educational leadership tasks.rnKey words: - School Leadership, Practices, Challenges, Leadership