This narrative study aims to examine and analyze the leadership practices that contribute to effective resource allocation in under-resourced schools where student outcomes have shown improvement. Through investigating these successful schools, the study seeks to identify specific strategies and decision-making processes that school leaders employ to maximize the impact of limited resources. It also aims to understand how these leaders navigate the complex task of prioritizing and balancing competing needs within their institutions. Through detailed documentation of the various resource allocation strategies, the study will explore their impact on student achievement and overall school improvement. The research design for this study adopts a narrative inquiry approach, focusing on the stories and lived experiences of school leaders managing limited resources. The research participants were the three (3) school leaders from underfunded schools who have demonstrated considerable expertise in resource management and have successfully overcome significant challenges in their educational environments.Strategic Resource Leadership in Underfunded Schools, is the necessity for school leaders to possess a clear vision and strategic mindset to ensure the efficient use of limited resources. Effective resource leadership involves prioritizing needs, seeking innovative solutions, and fostering collaboration with local stakeholders, including the community, local government units (LGUs), and non-governmental organizations (NGOs). Additionally, collaboration with local and external partners is crucial for creating sustainable solutions for financially constrained schools.