The purpose of this study was to investigate how community secondary school heads in Shinyanga, Tanzania, are prepared and supported to implement the Secondary Education Development Plan (SEDP).The research was a case study employing mixed methods. Data were collected through questionnaires, interviews and statistical documents. It was found that many teachers are appointed to headships with little skill in leadership and management, still fewer of them are sent for leadership training yearly. Moreover, results revealed that, shortage of essential services and of teachers, together with many responsibilities, causes a good number of heads to feel discontented with their job. Surprisingly, it was also found that some school heads work without guidelines on how to implement the Secondary Education Development Plan (SEDP).The study was limited by the number of respondents; simply 37.1 percent of all participants responded. This necessitates further research, employing a larger sample, on the preparation and development of schools heads in Shinyanga so as to reach an accurate conclusion. Moreover, an investigation into the importance of training to enhance performance is imperative. Mixed methods, utilizing both questionnaires and in-depth interviews would result into enriched findings. It was recommended that deputy heads should be trained before being appointed to headship positions. Additionally, other means of enhancing leadership skills like coaching, mentoring and reflection should be adopted as future support to school heads. Besides these, new heads should be encouraged to form networks amongst themselves. Key words Preparation of community secondary schools heads, Secondary Education Development Plan, School heads into headship, Shinyanga Tanzania.