School principals face many issues in minority the Francophone context in Canada. It goes without saying that in this environment, principals need to exercise distinctive leadership. Growing ethno-cultural, linguistic and religious diversity is also being observed in the schools. As a result, many studies state that principals also need to exercise distinctive leadership in order to foster the inclusion of ethno-cultural, linguistic and religious diversity. We argue that the principals of schools in both a minority Francophone context and a context of ethno-cultural, linguistic and religious diversity must, in addition to their administrative and pedagogical duties, reconcile their role of validating, transmitting and protecting the French language and Francophone cultures and the inclusion of ethno-cultural, linguistic and religious diversity. We therefore propose a theoretical discussion on the type of leadership that needs to be exercised to ensure this conciliation. Finally, we propose a theoretical model for the conciliation of principals’ leadership in the minority Francophone context and in a context of ethno-cultural, linguistic and religious diversity.