This research explores barriers to women’s participation in school leadership in Gambella town. The researcher employed both qualitative and quantitative approaches with single case studies design. For the purpose of this research, female teachers had been considered as unit of analysis. Moreover, purposive sampling and simple random sampling were used in collected data. Data were collected from teachers, directors, experts and other key informants. In-depth interview and focus group discussion were conducted. Moreover, questionnaires were distributed to respondents. Three secondary schools were selected for study. In the selected three secondary schools, 42 respondents were selected as sample through Yamane (1967) formula. Qualitative data were analyzed through thematic analysis while quantitative data were analyzed through SPSS. The study revealed that lack of education contributed to women low participation in school leadership. It further indicated that socio-cultural, socio-economic, women self-efficacy, institutional barriers and the criteria used by the authority in selecting women to leadership positions are among the barriers that led women to have low participation in school leadership in Gambella town. It was also recommended that national initiative is needed to raise awareness on girls-child education. There is need to consider external forces that affect female teachers apart from office work. Women need to be economically empowered. There is need for civic education to strengthening women’ self-efficacy. Affirmative action is needed for female teachers in secondary schools. Further researches need to be conducted on female related issues. Keywords: women leadership, school leadership, Gambella town, barriers to leadership