The purpose of the study was to assess the current practice, challenges and opportunities of school leadership practice in secondary schools of West Wollega Zone. The study particularly treated the dimensions of successful school leadership practices such as developing shared vision and mission, motivating teachers, effective decision making, communication practice, professional skill development, evaluation of performance and challenges that affect the school leaders in performing their activities in the school. To conduct this study, the descriptive survey was design employed. Among the 80 secondary schools found in the zone, 14 of them were selected randomly as sample schools. From these sample schools, 800 (30%) teachers were included as a sample through availability sampling technique. Additionally, 14 principals, 13 vice principals, 13 supervisors have participated in the study through availability sampling technique. A questionnaire was the main instrument for data collection. Interviews were also used to triangulate the data gathered through questionnaires. Frequencies, percentage standard deviation and mean value, were used to analyze quantitative data gained through the questionnaires. The qualitative data gathered during the interview sessions were analyzed using narration. The results of the study revealed that the school leadership practices were ineffective. School leaders were involved in leading the school without having prior leadership qualification and adequate training in school leadership. School leaders were also inefficient in promoting professional competence of teachers, creating strong school-community relationship, developing the school mission and vision, and evaluation of performance. Furthermore, the study revealed that: lack of qualified and well-trained school leaders, lack of training and experience sharing within school and with surrounding schools, inadequate participatory decision making, and insufficient motivation of teachers and inadequate communication skill of school leaders were factors that hinder leadership effectiveness. Instructional leaders’ effort in liaising schools/clusters with various organizations, community groups and other interests in matters that affect quality education were also insufficient. Finally the following recommendations were forwarded: Instructional leaders should give professional support to teachers in order to improve their instructional limitations; they also had great responsibility to link the schools with other stakeholders The Zone educational office, in collaboration with Oromia regional education bureau, need to provide educational leadership training to the school leaders to strengthen their capacity, awareness on the part of school leaders and teachers through in-service training, continuous professional development and experience sharing so as to improve their professional growth and teaching learning activities to alleviate the factors that hindered proper implementation of school leadership practice and solve the challenges. In addition to this instructional leadership provide benefits to improve school and change teaching and learning process forward.