The study aimed to see primary school leaders' practice of making schools as learning organisations. A qualitative approach with a phenomenological design was employed. Data was collected from 2 supervisors, 2 principals, 2 teachers, and 1 Education Office team leader via interview. The findings show (1) teachers and school leaders conceptualise schools as learning organisations as a place where knowledge can be acquired, created, and transferred, (2) continuous learning, dialogue and inquiry, empowerment, and leaders' strategic leadership practiced inadequately, but schools external connection (classroom construction), collaboration and team learning and embedded system are somewhat practiced (3) lack of training and supervision, teaching without profession, lack accountability, uneven school attendances, teach walking long distances, heads low commitment, students low interest were challenges. Hence, the practice of schools as learning organisations in the study area is inadequate.