This study examined the role of college leaders’ destructive leadership behavior on teachers’ engagement in colleges of teacher education in the state of Amhara. To this end, the extent of destructive leadership exhibited by college leaders and teachers’ engagement, the relationship between the two, the effect of the former over the latter, and the role of teachers’ demographic characteristics on their engagement were examined. The study employed the convergent parallel design of the mixed research approach. The survey data were collected from 400 teachers and 366 students from all study colleges recruited through a proportionate random sampling technique whereas qualitative data were collected from four deans, nine teachers, 15 department heads, seven students, and four administrative staff members, selected through purposive sampling technique, through one-to-one interviews, focus group discussions, and case story. While quantitative data was analyzed using mean, standard deviation, one-sample t-test, independent samples t-test, correlation (Pearson’s product-moment correlation and point-biserial), one-way ANOVA, and MANOVA, qualitative data were analyzed using thematic analysis. The destructive leadership domain that most widely surfaced and most significantly predicted teachers’ engagement was laissez-faire leadership behavior followed by supportive disloyal behavior. On the other hand, cognitive engagement was the most widely exhibited teacher engagement domain in the colleges. The analysis outputs revealed that both destructive leadership behavior and teacher engagement were significantly exhibited in the colleges. To make things clearer, there was a positive significant relationship between destructive leadership behavior and teachers’ engagement. Consistently, laissez-faire and supportive disloyal leadership behavior explained the level of teacher engagement positively. Except age and age combined with profession, other teachers’ demographic characteristics cannot explain their engagement. Based on the major findings of the study, it can be concluded that teacher engagement in the colleges of teacher education is not negatively responsive to the leadership behavior of deans. Finally, based on the findings and conclusion drawn, recommendations were forwarded to different potential stakeholders such as Burau of education, board members, deans, and teachers.