<p>Motivated by transformational leadership and sustainable school practices where school leaders inspire and motivate teachers, staff and students to achieve extraordinary results. Further, the purpose of this research is to look into the effective leadership practices and strategies within the government primary school system situated in Sindh, Pakistan. This study implies the qualitative, case study method. Further, purposive sampling techniques were used and qualitative data was obtained using focus group interviews with six teachers of the same school and semi-structured interview of school-leader of the school were conducted. Further the data were thematically analysed through theme generation from focus group interviews and semi-structured interviews. The findings highlight several key contextually sustainable practices and strategies that contribute to the overall success of the school; community mobilization, scholarship preparatory classes for students from underprivileged regions, and effective teacher–leader collaboration were prominent among them. The possible implications of findings suggest that similar practice and strategies could be adopted by other schools in comparable contexts to improve educational outcomes and community engagement. Future research should investigate the long-term impacts of these practices on student success and explore the scalability of such initiatives in different educational settings.</p>