School heads leadership styles are shown to have an Effect on students’ academic performance in public secondary schools in Musoma urban district Mara region, Tanzania. In particular poor teachers’ motivation which was related to poor academic performance was associated with a laissez-faire or autocratic leadership styles. The study had two objectives; to determine the effects of school heads’ leadership style on students’ academic performance and to propose ways of improving leadership styles. The study employed mixed-methods research approach with situational and path-goal theories and descriptive design. Participants were selected purposively and included nine teachers from nine secondary schools. Data was collected through in-depth interview and questionnaires. The findings of the study show that school heads leadership styles and the challenges facing their schools have implications on students’ achievement. The study suggests that the ministry of education and educational officers should seek ways to improve leadership styles to assist students’ academic performance. In addition it is necessary to improve teachers working condition and giving them more opportunities for training.