Purpose: This paper aims to examine the challenges facing new principals in Africa. Design/methodology/approach: Based on recent research and literature, the paper analyses the experience of principals and proposes an induction model for principalship in Africa. Findings: School principals in Africa face a daunting challenge. They often work in poorly equipped buildings with inadequately trained staff. There is rarely any formal leadership training and principals are appointed on the basis of their teaching record rather than their leadership potential. Induction and support are usually limited. Originality/value: The paper provides an overview of the limited literature and research on new principals in Africa and develops a grounded conceptualisation of their role. (Contains 4 tables.)