Teacher attrition has become a global topic recognized by policymakers and often headlined in the media. It has attracted researchers to seek strategies to address the high rate of attrition, where the profession has been relegated as steppingstones to other job markets. While the need to critically examine teacher attrition in secondary schools is not new, what is new is the size and significance of this phenomenon, compelling researchers to quickly locate the factors that contribute to the problem. The problem addressed in this study was to identify why teachers leave the profession at a high rate in the southern region of the country (Madumere-Obike, Ukala, & Nwabueze, 2019). The purpose of this qualitative case study was to gain a better understanding of teachers' perceptions regarding principal leadership styles and how these perceptions impact teacher attrition in secondary schools. The theoretical framework for this study was based on the leadership style theory, used as model for understanding workplace behavior (Burkus, 2010). A qualitative descriptive case study was used by sampling eight teachers as participants who have served in the same school for four years or more. Data were collected from participants who met the selection criteria. Interviews were conducted through Zoom, due to COVID-19 regulations. Data from this study included interviews and school documents. Inductive analysis was applied, and organization and coding were based on the research question. The analysis and interpretation of the findings were organized into five themes centered on the study's theoretical framework. Result suggested that various factors contributed to teacher attrition in secondary schools. Among these prevailing factors are principal leadership styles, low salary, work overload, lack of recognition, and ethnic and religious differences. However, there is a need for further study due to COVID-19 regulation, especially on the influence of culture on teachers' perceptions of leadership styles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]