This study aims to explore the ethical issues faced by principals working in public schools and determining their responses during and after unethical matters. This research was conducted in phenomenology design as qualitative study. Thirty school principals working in Tekirdag province, Süleymanpasa district public schools (special education, preschool, primary school, secondary school, and high school) participated in the study. Data were collected using a semi-structured interview form. The findings were analyzed by applying the content analysis method and presented by creating themes and codes with quotations. The findings show that school principals are not involved in financial processes. Their relationships with parents are more discreet and they are sensitive in their relations with staff. There is no deliberate discrimination among teachers, they are neutral in tenders and canteens, they embrace the interests of students in opening courses, and they are far from financial expectations in student enrolments. For minimizing the ethical difficulties in schools and establishing a regular school ethical chain, it has emerged that the moral principles in schools should be defined beforehand. Administrators should be trained ethically before their assignment. Simultaneously, the obligation of solving financial difficulties, which are the source of ethical problems in schools, has emerged.