This article focuses on the leadership styles of one principal who enacts social justice practices to benefit marginalized students, especially migrant and poor students. The context is how societal challenges and their consequences--in this case the rapid increase of immigration to Cyprus and the recent economic crisis--influence this principal's leadership styles to transform the culture, pedagogical practices, atmosphere and school-wide approach in addressing the needs of marginalized students. This case study sheds light on how the differential use and emphasis on various leadership styles navigate this principal's attempt to enact a social justice agenda.