This research explored the experiences of primary school principals in Eswatini (formerly Swaziland) regarding the implementation of positive discipline in their schools. The primary focus of the study was to understand how principals experienced the process of implementing positive discipline. Data were collected from interviews with a convenience sample of five principals from five primary schools. Our findings revealed varied experiences among principals when it came to implementing positive discipline in their schools. Based on the narratives provided by the principals, three significant conclusions were drawn, with implications for the theoretical understanding of the implementation of positive discipline in schools: (1) a clear comprehension of positive discipline as a disciplinary measure; (2) the necessity for extensive stakeholder sensitisation regarding positive discipline; and (3) the importance of adopting a whole school approach to positive discipline implementation. We concluded that principals face challenges in fully embracing and effectively implementing positive discipline in their schools. Therefore, continuous and appropriate in-service training and support are essential to assist principals in fully adopting positive discipline as a disciplinary approach in their schools.