The aim of the study was to determine elementary school teachers' leadership role expectation from their school principals and their perceptions of to what extent these expectations are met by their school principals. The population of the study Consisted of 1352 teachers working in 87 public elementary schools in the Turkish Republic of Northern Cyprus (TRNC) in the 2017-2018 academic year. The working sample of this study consisted of 294 teachers selected by opportunity sampling method in elementary schools located in the central towns of the 6 districts (Nicosia, Famagusta, Kyrenia, Morphou, Lefke, and Trikomo) of TRNC. The study measured elementary school teachers' perceptions of the level of importance of the leadership role (ethical, administrative, cultural, educational and communicative) they expected their school principals to display as well as their perceptions to what extent these expectations were met by their principals. To collect demographic information related to participants, a personal information questionnaire was adopted. To measure teachers’ expectation levels of elementary school principals’ leadership roles, the “Leadership Roles Expected of Primary School Principals and to What Extent These Expectations Are Met” instrument was employed. The data obtained were analysed using the Statistical Package for Social Sciences (SPSS). The statistical analysis of data indicated that the teachers expect their principals to display a strong leadership role in all five leadership areas measured by the instrument (ethical, administrative, cultural, educational and communicative leadership). Regarding teachers’ perception of to what extent their expectations were met, it was found that the teachers perceived their principals to meet their expectations of their managerial leadership role, communicative leadership role and cultural leadership role at the “satisfactory” level; the educational leadership role at the “somewhat satisfactory level”. it was found that the expectations of the teachers in none of the leadership areas were met by the school principals at “highly satisfactory” level. The teachers perceived their school principals to meet their expectation in the areas of educational leadership and cultural leadership the least. It was found that female teachers had higher general leadership role expectations from their school principals than male teachers and that the age, educational background and years of experience of the teachers did affect their level of expectations. When teachers’ perceptions of to what extent their expectations were met none of the factors of gender, age, education level and seniority of the teachers had an effect.