Following the ongoing forced migration from middle east to Türkiye, refugee students have been enrolled in public schools; however, numerous challenges have emerged as a result. This study aims to reveal the challenges school principals encounter in schools, their practices, and their recommendations. In this exploratory embedded single-case design study, data were collected through semi-structured interviews with 25 school principals from 17 schools, which varied by educational stage and school type. As a result, school principals face challenges in creating a positive school climate and experiencing challenges across all its sub-dimensions, including academic, community, safety, and institutional environments. The practices in schools are based on a holistic approach that addresses the social, emotional, learning, and economic needs of refugee students. Furthermore, the recommendations of school principals focus on addressing the social, emotional, and learning needs of students, as well as institutional improvements.