The goal of this exploratory research project is to gather data on head teachers’ leadership perceptions and practices, so that educational researchers, government officials and head teachers themselves have a better understanding of leadership and management in Bangladeshi high schools. Such data is critical for gaining a better understanding of leadership in Bangladesh and for future head teacher development and school improvement. Leaders can play a very important role in improving teaching and learning in schools. Many Western countries are interested in the power of leadership to generate and sustain school improvement. Bangladeshi schools strive to improve, to develop effective teaching and raise the achievement of students. Much depends on the vision and practices of the head teachers who lead the schools. This study explores the leadership concepts, styles, trends and current practices of the head teachers in four Bangladeshi private secondary schools both in rural and urban areas. Findings of this study show that Bangladeshi school leaders have vision for school improvement. They lead their schools with managerial and democratic styles of leadership. They work for professional development inside the school with a view to improve the teaching and learning process. Students’ achievement is their ultimate goal. They work under pressure with their skill of handling different kinds of adverse situation like bureaucratic complex, political influence, and shortage of human and physical resources. The methodology of this research is qualitative and the methods used for data gathering were interviews and focus group discussions. Four schools from Sirajganj, a district which is approximately one hundred kilometres away from the capital city, provided the sample. Four head teachers participated in interviews and were invited to meet together to take part in a focus group discussion about their leadership practices.