Background: This paper discusses a leadership model grounded in an investigation of the phenomenon of principal leadership in Hong Kong Protestant Christian secondary schools of one denomination, two years after the change of sovereignty to China (1st July, 1997). Focus of discussion and comments: Using a hermeneutic phenomenological methodology, 9 principals and 16 senior teachers were interviewed to gather their perceptions about the principal's leadership role, and collect relevant documents. Subsequent analysis and interpretation of data indicated the complexity of the leadership role. Based on research findings and comparison with the literature, the emergent model comprises four broad leadership roles (in italics) which were correspondingly informed by leadership conceptions: (1) Christian leadership--"administering Christian education"; (2) Instructional leadership--"teaching and learning"; (3) Transformational leadership--"transforming the school community"; and (4) Leadership for School-based Management--"SBM and development". Conclusion: As the principal leadership role was enacted on Christian principles, the discussion of the model and implications drawn may advance school leadership and inform practitioners locally and internationally. (Contains 3 figures.)