The study reported in this paper examined the leadership practices of successful principals leading teaching and learning in deprived Nigerian school contexts. The critical question is: 'What are the leadership practices of principals leading teaching and learning in successful schools in a deprived Nigerian context?' Data was generated through narrative interviews with purposively sampled principals. Following this, it was analyzed through narrative analysis and analysis of narratives. The findings revealed several leadership practices exerted by the participating principals, which reflected varied approaches to leadership. Drawing from the participating principals' leadership practices, we conclude that a transforming-heroic approach characterizes their leadership. Furthermore, the findings show that contextual realities of deprived school contexts demanded certain leadership practices from the participating principals. In return, they exerted context-relevant practices such as caring leadership and leading with a high level of commitment. This reciprocal exchange shows that a deprived context may shape or reshape principals' professional identities, and likewise, the principals may shape or reshape their school contexts.