The objective of this study was to investigate the mediating role of Principal Empowerment Practices on the relationship between Teacher Quality and Expected Students’ Academic Performance  in Kwara State Public Secondary Schools, Nigeria. A quantitative exploratory research design was  utilized. A total of 450 teachers were chosen as a sample through a stratified random sampling  technique. Data analysis using the structural equation modeling indicated a strong relationship  between Teacher Quality and Expected Students’ Academic performance with standardized regression  weight of 0.817 and significant at p0.05. Further, it was  found  that  Principal  Empowerment  Practices   acted  as  a  partial  mediator  in  the relationship  between  Teacher  Quality  and  Expected   Students’  Academic  Performance since total indirect effect of 0.56 (p>0.05) was less than a  direct effect of 0.81 (p..

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