Increasingly, school principals face unique challenges to improve the educational quality of their schools. Given the vital role of educational leaders in this process, this study presents the case of a city with distinctive features due to its geographical location bordering Africa and Europe: Melilla, Spain. Based on a literature review and in-depth interviews with primary and secondary school principals, this study analyses the initial and continuing training, requirements, and procedures to become a school principal, as well as the motivations, skills, and knowledge required of educational leaders in principalship positions. The results reveal that the training school principals receive in educational leadership is often scarce and not very useful for addressing the realities they encounter in their schools. In addition, the interviewees highlight the multitude of administrative tasks they are required to perform, which often precludes them from engaging in pedagogical practices and exercising educational leadership.