This dissertation delves into the intricate examination of factors associated with secondary trauma as experienced by K-12 urban school leaders and the subsequent influence on their leadership practices. A primary objective of this research is to comprehend the contributing factors leading to post-traumatic growth among school leaders while also investigating their perceptions of the school district's role in fostering this growth. Set within an urban school district, this study focuses explicitly on Title 1 schools, where the impact is expected to be pronounced. Existing literature highlights a dearth of knowledge regarding the nuanced effects of secondary trauma on school leaders, thereby underscoring the significance of this research. To address this gap, a qualitative phenomenological study was conducted. This study aims to gain a comprehensive understanding of the lived experiences of practicing Title 1 school principals and assistant principals. By exploring the depth and nuances of their encounters with secondary trauma, this research seeks to contribute valuable insights into the intricate interplay between these experiences and subsequent leadership practices.