In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher to create and sustain a conducive learning environment to improve pupils'' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a positive climate through his/her leadership behaviour pattern. Thus, the headteacher''s leadership style is significant in creating and sustaining a positive school climate. This study has been undertaken to examine the connectedness between headteacher''s leadership style and school climate..