The purpose of this study was to assess teachers and schools leaders’ view of principals’ transformational leadership practice: the case of government secondary schools in kilbatti rasu (zone). To this end, this study used a concurrent mixed research design. The study was conducted in three government secondary schools selected through simple random sampling technique. 109 participants were taken through comprehensive sampling techniques. Questionnaire and interview were employed to collect data from teachers and schools leaders ‘respectively. Both Descriptive and inferential statics including mean and one t-test were used to analyze quantitative data. Qualitative data were analyzed through thematic and narration. This study found that, principals in kilbatti rasu were unable to exercise transformational leadership practice. However when the practices separately considered, enabling others to act and inspiring a shared vision were rated above average, the remaining three leadership practice, challenging the process, encouraging the heart and modeling the way were rated below average. Enabling others to act was the most exercised leadership practice, whereas, modeling the way and challenging the process were least exercised transformational leadership practice. Shortage of time, lack of experience and lack of training and skills, lack of resources etc… were challenges of principals’ transformational leadership practice. The study concluded that the schools principals in kilbatti rasu, were unable to exercise transformational leadership practice. Hence, it is recommended that the afar region educational strategies and plans needs to focus on the utilization of the of transformational leadership style that is very crucial for the holistic improvement of the schools in general and management of schools in particular.