Generation Z, known as millennial children, includes those born from 1995 to 2010, the period when the Internet and social networks became widely used, global communication increased, tolerance was given to different cultural elements, and there was flexibility. The aim of the present research was to establish the leadership expectations of teachers belonging to Generation Z working in educational organizations in the context of school principals. In this context, focus group interviews consisting of semi structured questions were conducted with thirteen teachers from Generation Z currently working in public schools in our research conducted with a phenomenological design. Considering the findings, the leadership expectations of the Generation Z teachers in the behavior sub-theme of inclusivity involved sincerity, flexibility, warm communication, horizontal relationship, consistent behavior, supportive behavior, motivating, problem solving, and smiling. In the sub-theme of competencies, they focused on innovations, communication skills, technological competence, mentoring, competence in the field, being solution-oriented, being a researcher, taking initiative, financial management skills, and entrepreneurship competencies. In the values sub-theme, they included being fair and compassionate, altruistic attitude, respect for differences, sensitivity, patience, empathy, and openness to criticism. In the sub-theme of characteristics, they focus on being charismatic and democratic, openness to innovations and teamwork, analytical skills, project orientation, and determination.