The exploration of leadership within the educational domain has been a longstanding pursuit. Research consistently establishes a connection between the effectiveness of schools and the quality of leadership. This qualitative study aimed to delve into the experiences of secondary school principals, particularly in the context of a volatile, uncertain, complex, and ambiguous (VUCA) environment. Employing a narrative inquiry approach, principals were interviewed to articulate the core of effective leadership, emphasizing their experiences as leaders navigating the challenges of the VUCA world. Additionally, they were queried about their ongoing learning needs as leaders. In essence, this study sought authentic insights from the perspectives of secondary principals, unraveling the experiences that significantly shaped them, delineating the essential elements characterizing effective leaders in the VUCA world, and elucidating the perceived developmental needs of secondary school principals as they continually evolve in their leadership roles. A VUCA Leadership Theory was created based on the findings of this study. [For the complete proceedings, see ED672804.]