Using a culturally relevant leadership lens, this phenomenological study looks at the lived experiences of two female urban school leaders in Pakistani private schools. It highlights the structural enablements and barriers they faced across two different periods -- the 1990s and the 2020s providing reflectively-nuanced insight into female school leadership in a Pakistani context. The findings from this small-scale study recommend further enhancing and developing female school leaders' skills through targeted leadership development programmes and mentoring experiences that assist in developing their strong educational praxis as they create their own practice architectures. The findings contribute towards current educational leadership literature through a feminist approach to understanding how Pakistani female school teachers and leaders can exercise educational praxis within their school systems. It is anticipated that this approach will contribute towards the discourse on improving the working conditions for female teachers and school leaders working within this developing world context.