This study explored the lived story of a topnotcher in the National Qualifying Examination for School Heads (NQESH) from the Division of Panabo City, Davao del Norte. Employing a qualitative narratological approach, the research examined the subject’s testing environment, positive and negative experiences, and key insights and recommendations drawn from her journey as a high-performing NQESH examinee. The participant was purposively selected as one of the top performers in the most recent NQESH, demonstrating exceptional academic achievement, mastery of the required competencies, and a willingness to participate in the study. She provided rich and detailed narratives of her preparation strategies, examination experiences, and reflective insights, clearly articulating the methods she employed in studying for and preparing for the examination. Data were gathered through in-depth interviews, allowing the participant to share her personal stories in depth. Findings revealed that achieving topnotcher status in the NQESH is accompanied by significant dilemmas and challenges before and during the examination. Her narratives highlighted the difficulties of intensive preparation while simultaneously managing personal responsibilities and the demands of serving as a school head. Despite these challenges, she demonstrated effective time management, reliance on support systems, and the practice of self-care strategies to balance her roles as an aspiring school head and a parent. These experiences significantly shaped her leadership approach, fostering compassion, resilience, and innovation in school leadership. Overall, the study holds important implications for educational policy, leadership development, and instructional practices within the Department of Education (DepEd), extending beyond examination preparation to inform the broader ecosystem of school leadership.