The aim of the study was to examine the status of Female teachersâ€™ participation in school leadership positions in government Secondary schools in Horo Guduru Wollega Zone, Oromia Region. The design of the study was descriptive research design that employs both quantitative data collection tool, and qualitative. It was employed with the assumption that it will help the researcher to gather and describe comprehensive data related to the problem under consideration. In this regard, ten government secondary schools were drawn from six Woredas and one city administration using purposive sampling technique. To this end, the sample consists of 209 teachers from government secondary schools and 12 secondary school principals in Horo Guduru Wollega Zone. The instrument of data collection for the study was a Multifactor Leadership Questionnaire (MLQ) by Avolio and Bass (1995) and unstructured interview. Equally, the obtained quantitative data were analyzed using percentage, mean and t-test. The findings of the study revealed that there was low participation of female teachers in school leadership in secondary schools, and there are some common challenges for female teachers to hold school leadership positions like lower mobility of women due to their role in the family and cultural constraints. The study also revealed that, female leaders in government secondary schools dominantly used transformational leadership style. Lastly, the laissez-faire leadership style was viewed as inappropriate. The school principals, supervisors, and the woreda Education Office Heads should apply affirmative action for female teachers to hold the position of leadership at any level, and female teachers have to work hard and bear the overall burdens.