The purpose of this study was to investigate the reasons for underrepresentation of primary school woman teachers to come principalship position in Bahir Dar city administrative zone. To achieve the objectives, a descriptive survey method of research was employed in the study. To this end, 13(25%) primary schools were selected by systematic random sampling methods from the total of 52 primary schools. Of these sample schools all the 13 principals and 288 teachers were taken as a respondent of the study and 10 supervisors were also taken by comprehensive sampling method. Beyond this 3 education department heads and 6 process owners were taken to participate in interview questions. The questionnaires were administered to teachers, principals and supervisors,whereas the interview schedule was administered to 6 women principals,6 process owners and 3 education department heads . Data were gathered through closed ended and open ended questionnaire and semi-structural interview. Based on the data gathered, percentage was computed to describe the general characteristics of the respondents. To analyzethe individual, socio-cultural and institutional factors mean, standard deviation and one sample t-test were employed. The study used both quantitative and qualitative technique. The study found out that the major reasons for underrepresentation of women in principal ship positions. These major reasons were categorized as individual, Socio-cultural and institutional factors. Based on the presentation and the analysis of the results carried out in the research concluded that lack of aspiration and motivation, lower perception of women about themselves, lack of confidence in their work, having poor access to information and network and women’s reluctant to apply for promotion were the top inhibiting individual factors, whereas, female’s incompetent to lead educational leadership is not a factor. And lack of respect in the society, overlap of family and home responsibility and male leaders dominated culture of the society were the top three socio- cultural influencing factors for women teachers to be principal of the school. Regarding to the institutional factors, lack of support and encouragement from supervisors, experts, process owners and heads of education department, the complexity nature of principal ship in educational institution, negative attitude of males to ward affirmative action program for females are the serious challenging factors. On the reverse manner the absence of role model women principals in the educational institution is not a factor for the study area. The study recommended that regular awareness training about women leadership for teachers, supervisors, principals and the school community should be designed in order to avoid wrong perception about women leadership and also design monitoring and evaluation program for supervisors in order to fill the gap of women principals in primary and the education sector should collaborate with children youth and women affairs to tackle the problem of under representation of women teachers in leadership position.