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The purpose of this study is to find the degree of practicing transformational leadership at classroom administration in Dora’s schools from 10th and 11th grade perspectives. The population of the study consists of 10th and 11th grade students at Dora’s schools. Their total number was (1015) in the second semester teaching year (2015 / 2016). A random cluster stratified sample consisted of (294) students. To achieve the study goal, the researcher developed a questionnaire with adequate validity and reliability. The research data were analyzed with means, standard deviation, t-test, one-way analysis variance (ANOVA), and Tukey test. Findings revealed that: transformational leadership practiced at classroom was moderate. There were statistical differences among degrees to transformational leadership practicing in the classroom in favor of female students. There were no statistical differences among degrees to transformational leadership practicing in the classroom related to grade. There were no statistical differences among degrees of transformational leadership practicing in the classroom related to specialization branch. There were statistical differences among degrees to transformational leadership practicing in the classroom related to Dora secondary female school compared to other schools. There were statistical differences among degrees of transformational leadership practicing in the classroom related to Dar-AL Salam secondary female school compared to Salah AL-Din secondary male school. The researcher recommended using transformational teachers’ leadership at classroom to gain students’ trust. [ABSTRACT FROM AUTHOR]