School principals and School Governing Bodies are still experiencing relationship problems after 16 years into democracy. We are still getting reports from principals, educators and parents of dysfunctional, toxic (destructive) relationships in SGBs.This book will determine the extent to which toxic (destructive) relationship problems exist in previously disadvantaged schools in Gauteng secondary schools in South Africa and examines the nature of these problems. This book shows that contrary to perceptions that the main causes of toxic (destructive) relationship problems between school principals and School Governing Bodies are the mixing of roles and functions by principals and SGBs, the high illiteracy rate of SGB members, unethical conduct and struggle for power and seniority among stakeholders, cultural (traditional beliefs), and social and economic (poverty) factors, a high level of absenteeism among educators and learners, and dismissing of classes before time by educators, that the key features of relationships better explain the cause of toxic (destructive) relationship problems in SGBs.