This study investigated the management of learner discipline by female primary school principals in the Bojanala Region of the North-West Province. The main focus was on strategies used by female primary school principals to manage learner discipline and the challenges they encounter in managing learner discipline in their schools. A qualitative research approach was used. Participants included four female principals, four deputy principals as well as four senior teachers in primary schools. Data was collected by means of an open-ended qualitative questionnaire and semi-structured interviews. Data analysis began as soon as the first set of data was collected. Recorded data was transcribed verbatim. The main findings were that the gender of the principal does not matter in the management of learner discipline and that it all depends on the character and the leadership style of the principal. Female managers are capable of changing behaviours and attitudes of their subordinates and handle discipline by applying effective discipline strategies in the running and managing of primary schools. Role modeling and use of guidelines for discipline in the school are some of the strategies used by female principals. Disciplinary problems stem from both the home and the school and this presents a challenge for the effective management of learner discipline. It is recommended that a uniform well-communicated system of discipline and effective leadership styles be adopted in order to manage learner discipline appropriately. / Thesis (M.Ed ( Educational Management) North-West University, Mafikeng campus, 2013