Purpose: This study has examined the contribution of leadership style on the learning outcomes in Public Secondary Schools in Ilemela District, Mwanza Region. The case of public secondary schools in Ilemela District. Literature behind: The study visited both theoretical and empirical literature about leadership styles and learning outcomes, being led by three theories; the trait theory, group dynamic theory and the Transactional and Transformational Theories. Each of the theories has shown that learning outcomes and organizational performance in general depended on the existing leadership style. Methodology: The study employed a sample size of 85 respondents, composed of classroom teacher, head teachers and Form four students. The study used questionnaires and direct interview as the tools of data collection. Data were analyzed using graphs and percentages. Findings: The findings were that two styles of leadership were widely practiced; commanding (49.2%) and democratic (45.9%). When it came to performance; it was found that schools which were led by commanding had better standing positions region wise in the examinations than the democratically led ones. Conclusion and implication: The conclusion is that leadership style has direct relationship with learning outcomes. However, the author would like to caution that there is no single style of leadership that was good in every aspect, but each style could be applicable and effective in different situations.