This study investigates how the head teacher's effectiveness of communication influences the professional orientation of teachers in a government secondary school in an urban setting in Pakistan. The study was conducted in a qualitative research paradigm using case study method. Data was collected from the head teacher of the school as the primary participant and three teachers were approached as the secondary participants, using semi-structured interviews, observations and document analysis. The data was analyzed thematically. Analysis and interpretation of the data confirms that effective communication of the head teacher is vital for proper functioning of the school and it has a significant influence on culture of the school in general and professional orientation of teachers in particular. The communication of the head teacher with teachers was found to be particularly effective in matters of classroom practices, positive interaction of colleagues, teachers' efficacy and maintaining discipline. Findings of the study suggest that building on the existing strengths of the head teacher's communication, its effectiveness could be extended to other areas, such as assigning responsibilities and staff meetings *'here it needs to be improved. The findings of the study also have several implications for head teachers, teachers and distinct education officials in the same setting. The study raises many interesting questions with regard to influence of the head teacher's communication on teachers' behaviour and attitude. These questions need further exploration.