Teaching English to Speakers of Other Languages (TESOL) in the Kurdistan Region faces significant administrative and contextual challenges that impede its effective implementation. This study investigates the role of educational leadership in addressing these obstacles and enhancing TESOL delivery within this unique socio-political and cultural setting. Despite the growing global importance of TESOL, local educational systems in Kurdistan struggle with issues such as insufficient coordination between ministries, lack of resources, political instability, and an underdeveloped leadership framework. These challenges negatively affect teachers’ ability to meet learners’ needs and limit students’ language acquisition outcomes.Educational leadership plays a critical role in shaping teaching environments and supporting teachers to overcome barriers. Effective leaders can foster collaboration, allocate resources wisely, and implement culturally relevant strategies that align with the region’s educational goals. This study underscores the importance of adopting leadership models that are sensitive to the Kurdish cultural context while drawing on international best practices. It highlights opportunities for improvement through sustained leadership engagement, professional development, and stronger cooperation between stakeholders.By analyzing current practices and challenges, the research advocates for a strategic leadership approach that emphasizes shared goals, communication, and practical support for TESOL practitioners. Such leadership can create a more conducive learning environment, facilitate teacher empowerment, and ultimately improve English language proficiency among students. This study aims to guide policymakers, educators, and administrators in Kurdistan toward innovative leadership strategies that enhance TESOL program quality and contribute to the region’s educational development.