The absence of sufficient and effective support from school principals towards teachers' challenges leaves most teachers to suffer a deficiency in their teaching-learning process, which of course makes it difficult to influence teaching quality and school improvement in general. From this background, this study aimed at increasing the understanding of leadership practices and strategies suitable for resolving teachers? challenges in Cameroon Secondary Schools. Based on this systematic literature review, among many, this study reveals that there is a solid significant relationship between leadership practices and resolution of teachers? challenges in secondary schools, at the same time, both the school principals and teachers need professional growth, at varying degree. The school principals need to be more skillful, experienced, and knowledgeable above an average teacher to be able to handle and resolve the challenges faced by teachers. Etc. In addition to the already existing effective practices and strategies from empirical evidence, such as; communication, conflict management, supervisory, motivation, boasting teachers? morale, promotion of teachers, promotion of good work environment, and cordial interpersonal relationships which positively influenced teachers? output/productivity Cameroon Secondary Schools, other more interactive practices and strategies such as; counseling, coaching, and mentoring, were found effective, yet neglected due to busy schedule of principals, so were encouraged to be used more frequently. Next, Shared Leadership, distributed leadership, transformational and instructional leadership practice are found to be effective in resolving teachers' challenges, as such should be used to empower and influence more teachers? experiences and development. Most importantly, instructional leadership practice appears more effective with respect to the challenges teachers face, hence should be the core of school principals? day-to-day administrative strategy because its effects such as quality feedback after supervision of instruction will solve most of the problems teachers encounter in schools. In addition, the ten (10) professional standards proposed by the National Policy Board for Educational Administration, which captures the principles of almost all the above leadership practices and strategies are encouraged to use as a guide for principals day to day running of schools. Because no one leadership practice and strategy is the best and comprehensive to tackle many teachers' challenges, this study resolves that school principals in Cameroon should make use of a combination of practices and strategies which can tackle teachers' challenges highlighted in this study. Finally, some strong recommendations were made.