The study aims to explore effective school leadership from the perspectives of Lebanese principals and teachers by: (1) identifying conceptions of Lebanese school practitioners of effective school leadership; and (2) comparing the emerging Lebanese conceptions of effectiveness to Western conceptions of instructional and transformational leadership characteristics. The study employed the grounded theory methodology. Data collection used individual, in-depth interviews with a sample of 12 principals and 12 teachers from public, private and private-free Lebanese schools. Data analysis used the constant comparative approach. The study revealed that Lebanese effectiveness characteristics are associated with possessing interpersonal skills and exceptional personal traits, and dominated by managerial practices. Few characteristics of effective leadership similar to Western-based characteristics were found. Characteristics unique to the Lebanese context were: possessing heroic personal traits, maneuvering around the rigid bureaucratic system, and guarding the school from political interferences. Studies reflecting perspectives on effective school leadership are non-existent in the context of Lebanon. This study conceptualizes leadership as a culturally dependent concept and depicts effectiveness from the perspectives of Lebanese practitioners while identifying the cultural factors shaping it.