hical precedence in contemporary organizations. The objective of the study was to determine administrators' awareness and practice of Servant Leadership style through support in Central Kenya Conference SDA secondary schools. The research used descriptive-comparative research design. The target population was 280 respondents. Respondents were purposively sampled. Data was collected using structured questionnaires administered to 82 teachers and six principals. Descriptive statistics and inferential statistics were used to analyze data. The study revealed that 83.3% Principals tend to agree that they practiced servant leadership; 83.3% of administrators were male, 66.7% had bachelor's degrees, 59.8% were middle aged and 66.7% of teachers had 5-10 working experience. There was no significant difference on teachers' evaluation on principals' practice of servant leadership in CKC SDA secondary schools through service, support and empowerment across categories of Gender, Age and Teaching Experience. The findings of this study therefore implied that although principals are aware of the concept, servant leadership style was not adequately practiced in CKC SDA secondary schools, hence there needs to be measures in place so that servant leadership will be practiced as expected of SDA educational leaders.