The primary motivation for this study has been to give consideration to a model of school leadership, which is based on the notion of ‘practice’ in Alasdair MacIntyre’s sense of that term. The intention is to provide school leadership with a language closer to what is known about the nature and activity of the school, the actual complexity of the school leadership situation and one that would give a much needed sense of coherence to the role and relationship expectations than currently exists. Given the moral context of schools, the study also contends that what is further required of such an account is that it is ethical in its substance, with questions of value and the good to the fore. Arising from these considerations, the study directs itself towards the philosophy of Alasdair MacIntyre, in particular his account of practices, with a view to crafting a lens that could inform a possible new language for school leadership. MacIntyre’s notion of practice connects well with education in a broader moral context because it emphasises the importance of ethically rich actions and notions of care and co-operation. The study has taken account of the extensive body of literature both internationally and in the Irish context which has looked at theoretical perspectives as well as the lives and work of school leaders on the ground. Whilst there have been significant developments in the field of school leadership research, a number of challenges exist. These are primarily concerned with issues of competing purposes, a general lack of coherence with regard to practice, role and relationship expectations, as well as conflicting accounts of what makes for good leadership in a school context. Drawing on MacIntyre’s theory of internal goods, the study has sought to consider how a more appropriate framework for the cultivation of the good of school leadership can be arrived at through addressing issues of purpose, coherence and excellence in practice.