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The purpose of this article is twofold, firstly, it aims to contribute to the literature of school leadership and practices from the unexplored, low-income country, Nepal and secondly, to deliberate how these practices are uniquely and situationally enacted within their context. A qualitative approach was used to carry out the study in three successful high performing community schools considering their levels of poverty and demographic. A semi-structured interview process was carried out with school headteachers, deputy headteachers, classroom teachers and students to understand the complexity of the context surrounding these schools. Information and links were explored to contextual challenges, the role of school leaders, policy and practice. The findings suggest that a range of leadership styles and strategies, along with a commitment to “the job” and dedication in identifying challenges are significant. Understanding the context of headteacher’s school also appeared to be crucial, affecting reform in the schools within this study and their success as community schools. Focusing on how successful community schools in Nepal achieve high preforming students compared to most community schools in similar circumstances. This study highlighted that effective leadership models applied in schools with challenging contexts contributed to students’ progress and attainment.

Context-Specific Leadership Practices: An Examination of Evidence of Successful Community School Headteachers in Nepal