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This paper aims to explore how servant leadership practices influence the leadership of faith-based schools in South Africa. It also aims to assess how these leadership practices promote holistic development, ethical behavior, and community involvement within school settings. The study involved six purposively selected principals from faith-based schools across three provinces, all linked to the National Alliance of Independent Schools Associations, who have firsthand experience implementing servant leadership principles in their institutions. The researcher employed a qualitative case study design to explore the lived experiences of these school leaders. Data was collected through semi-structured interviews, allowing participants to share detailed insights into their leadership practices, and analysed using emergent thematic coding to identify patterns and key themes directly from the narratives. The main findings of this study demonstrate that (i) servant leadership is seen as a genuine calling to serve, intertwining faith, mission, and personal values to focus on the development and well-being of students, staff, and the broader school community; (ii) it acts as a healing method, meeting emotional, spiritual, and relational needs while nurturing a supportive and caring school atmosphere; and (iii) it strikes a balance between task-oriented and people-focused responsibilities, along with (iv) encouraging collaborative decision-making, building community, and enhancing leadership skills among both staff and students. The study concludes that servant leadership in faith-based schools plays a crucial role in promoting holistic development, building a sense of community, and nurturing ethical, empathetic, and effective educational leadership. By blending spiritual values with practical management techniques, servant leaders not only boost academic performance but also enhance the overall well-being of school communities. These insights emphasise the significance of servant leadership as a foundational model for faith-based education and suggest its potential relevance in wider educational settings.