Purpose: This study aims to enhance understanding of the practices related to principal preparation in Oromia NRS, Ethiopia, by providing a background discussion on the principal preparation policy. Design/methodology/approach: The study employed a qualitative case-study design where Federal and Regional Education policies for the selection and preparation of secondary school principals were analyzed using semi-structured interviews and document analysis. Findings: The findings revealed the prominence of policy-practice gaps as the principal selection was based on unwritten, non-merit criteria (where acquaintance and political loyalty dominated over merit).The finding also unveiled that the recent principal preparation programs particularly, EdL, PGDSL, and ScL were donor-driven, short-lived, and frequently changed (three times between only 2010/11 and 2014). Moreover, though the MA in ScL training curriculum-guide was found to be aligned with the competencies outlined in the NPSSPE, the absence of harmonized training modules and the short duration of the training program were flaws. Originality/value: The study sheds light on the leadership preparation of secondary school principals in Oromia NRS and raises several issues and challenges. Practical implications: The findings from the study on leadership preparation practices for secondary school principals in Oromia NRS highlight several critical implications for educational policy, planning, and practice.