In this paper, we report our findings about a case study that explored challenges and their leadership practices as they responded to complex township school life. Four secondary schools purposively selected participated. Principals, heads of department and teacher were interviewed, and documents kept in the school reviewed. Findings show that principals used various strategies including ignoring policy and causing tensions and conflicts between SGBs and RCL and between SGBs and teacher unions. Holding constant dialogue with the stakeholders and the communities around the schools was the most useful technique they used to address social challenges facing their schools. Although principals used creative ways to keep their functional, some of their strategies are questionable on sustainability and moral reasons.