The drive of this discourse was to analyze school leadership ontogenesis in Namibia a case of three Senior Primary School. The deficiency of efficacious leadership in school configurations has been a venerable predicament and has prevailed since the state attained political autonomy in 1990. The rapid preponderance of high schools across the state since independence exacerbated the predicament with a plethora of these schools despite diverse attempts to titivate the quality of education delivery in schools. It should be stressed that the interpretivist theoretical perspective was adopted in this study. This viewpoint implies that the emphasis is on crafting communicated concepts and is an approach that purposefully tries to unpack the reality of the situation within a specific contextual environment. The researcher argues that training of leadership results in effective performance. The findings of this research show that fifty-three per cent of the school leaders were not trained on the leadership enhancement programme, while forty-seven per cent of the school leaders were trained. It is recommended that most of the school leaders be trained in the leadership development. The state needs to follow best practices in leadership ontogenesis such as Singapore, United Kingdom, New Zealand, Austria school leadership furnishes a significant gathering of plethoric models for present school leadership ethos. Gleaning from leadership ontogenesis from the top ten rated executive programs such as MIT, Harvard, UCT, Stellenbosch, Oxford and others is very vital for leadership ontogenesis
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