The purpose of this study was to gain an essence and understanding of the phenomenon of leadership turnaround through the qualitative lenses of principals who have experienced the change. Research questions included the intrapersonal, environmental, and contextual factors related to leadership turnaround. Principals matching the criteria boundaries of working in the state of Indiana and having struggled and grown as evidenced by the first-hand testimony of their primary supervisors were chosen for this research study. Semi-structured interviews were conducted to gain an understanding of the essence of leadership turnaround from principals who had experienced the phenomenon. Observations included building tours, job shadowing, and geographical observations of the contexts in which the phenomena occurred. Emerging themes included understanding the complexity of the role of school principal, personal nature of the role of school principal, acknowledgment of deficiency, and growth facilitated through relationships. Additional sub-areas of study included balance of a variety of priorities, recognition of contextual factors, focus on school culture, motivation to lead, drawing on previous experience to lead, leveraging personality to lead and impact of formalized feedback, impact of informal feedback, collegial networking, and supportive supervisory relationships. Findings included understanding the complex nature of the role of school principal, acknowledging the need to change, and pursuing a supportive supervisory relationship. Implications include identifying systems for feedback that lead to acknowledgment of a deficiency and creating systems of support for building principals.