This case study investigates aspiring school leaders' perception of political literacy in educational leadership, offering critical recommendations for principal preparation programs, policymakers, and future research. As a qualitative study, the case addresses integrating political literacy policy, developing relevant professional development opportunities, and initiating future research to gauge the possible impact of political literacy as a practice and subject. Moreover, findings reveal the challenges and strategies for implementing political literacy in school settings through the lens of experienced teachers with aspirations to be school leaders. The research suggests that a comprehensive approach emphasizing political literacy may empower aspiring school leaders, improve school-community relations, and promote an informed citizenry. This study signifies a crucial step towards cultivating politically literate school leaders equipped to foster democratic engagement and critical thinking within school communities.