This study aims to explore the lived experiences of school heads in their adaptation to school culture. For this purpose, the answers have been sought to be found in the following questions. (1) What is your perception of school culture? (2) How do school heads describe their experiences in adapting to school culture? (3) How do school heads describe their experiences after adapting to school culture? (4) How does the school culture adapted change the school heads perception? This study employed a qualitative research design that phenomenologically investigated the perception of school heads on school culture. (Bliss, L. 2016) stated that phenomenology deals with the lived experiences to gain deeper insights into how people understand a phenomenon. This study followed the said research design because it intended to elucidate the experiences of school heads in immersing themselves to the culture of their school and how this school culture changed their perspectives as school leaders. The participants in this study were identified through a convenience sampling method since they were selected based on their accessibility and willingness to participate. This was also done to ensure that various perspectives and experiences of school leaders will be gathered despite the limited time spent by the researchers. The key findings of the study are as follows: On Perception of School Culture. The school heads perception follows Shiens basic assumption of culture where culture are seen as unwritten rules that often drive behavior, perception, thought and feeling. Thematic responses of their perception were school culture was a (a) consequence of ones experiences background and of the diversity in the environment (b) the school environment itself (c) factor that influences the school environment and change (d) as a reflection of a school atmosphere of way of thinking, behavior towards school, teachers and SH and of the practices, belief, and attitude toward learning delivery of teaching personnel, learners, parents, and community sectors involved in any educational institution and (f) the existing norms, values and beliefs of the school. On experiences during adaption of school culture. Three identified themes regarding their relevant experiences are (a) techniques used by the school heads to adapt to the school culture, (b) effects of adapting to the school culture, and (c) challenges they experienced while adapting to the culture of the school. The major themes are supported by sub topics exemplifying and characterizing the techniques, effects and challenges as experienced and narrated by the school heads. Experienced after adapting to the school culture. School heads adapted both outward and inward changes. The inward changes are seen as changes within the school heads themselves as they try to adapt to the school culture. The outward changes were seen from the perspectives of the teachers, students and parents and from the perspectives of the school environment. In conclusion, principals experience inward changes i.e self-growth and self-realization and changed perceptions about school culture as they tackle the role of Cultural Change Principals. Likewise, schools experience simultaneously outward changes as seen from the perspectives of the teachers, students and parents and from the perspectives of the school environment. In the study, adaption to school culture was seen as a factor that influences schools transformation as the process transforms both the change agent and targets of change. The challenges experienced by the principals and the techniques and approaches they instituted as coping mechanisms that mediated the impact of challenges on school culture adaptation resulting to a more positive and collective school culture.