This study identifies and characterizes the situated knowledge constructed and mobilized by Moroccan primary school principals in their daily work. Grounded in the course-of-action research program, microphenomenological self-confrontation interviews were conducted with four principals in southern Morocco. Hexadic sign analysis revealed three categories of situated knowledge enacted through interactions with teachers, students, and parents. Unlike procedural knowledge tied to administrative routines, situated knowledge emerges through embodied, context-sensitive engagement and continuous adaptation to evolving situations. These findings contribute to African educational leadership literature and suggest that principal training programs should incorporate authentic professional situations rather than relying solely on theoretical transmission.