This paper explores the perspectives of six contextually different primary and secondary school principals regarding the complexities, contradictions and benefits of ethical leadership practices. Underpinned by the interpretive research paradigm and chaos theory, a qualitative case study design was adopted to guide data generation. We used semi-structured interviews and the review of documents to generate qualitative data. To analyse data, we used a meta-matrix form within an inductive analytic approach to make sense of the transcribed verbatim quotes from the participants. The findings highlight the complexities, contradictions, and benefits embedded in enacting ethical leadership. Chaos theory enabled us to explain why inputs made by school principals' leadership practice may not necessarily result in expected outcomes. Nevertheless, the findings and conclusions suggest that adopting ethical leadership principles by, for instance, being true to leading schools honestly, genuinely and in ways that show trust and respect for stakeholders, can engender highly positive results for the schools.