This manuscript reports on the role of the instructional leadership practices of secondary school principals on learner academic achievement. A phenomenological research design under the qualitative research methodology was utilised to explore this phenomenon. The study was conducted in the Capricorn District, Limpopo Province in South Africa. Five secondary schools from previously disadvantaged backgrounds with high Grade 12 results were purposively sampled. Three participants who experienced the phenomenon under study, which included the principal, the deputy principal and head of department from each of the schools were interviewed with the intention of generating in-depth data that clarified misconceptions about this study. Findings of the study came up with the following as elements that instructional leadership have on learner academic achievement: improvement of learner academic achievement, motivation and positive influence, instructional management, creation of a positive teaching and learning culture, learner support, parental involvement, and interchangeable usage of leadership styles.