This paper examines challenges faced by novice school principals in Somalia using quantitative research. The International Study of Principal Preparation (ISPP) survey was employed with a sample of 181 principals serving for a maximum of three years. Data were collected from primary and secondary schools in Mogadishu and the Puntland region. Statistical analyses, including frequency, t-test, ANOVA, and Kruskal Wallis, were performed using SPSS. Findings reveal no significant differences in problematic aspects based on gender, age, experience, or student enrollment. However, education background, school location, and school level showed significant differences in problematic aspects.