While leadership in rural settings is as diverse as the communities being served, what seems to be lacking is research focused on combining best or emerging practices and/or models of collective intellectual inquiry addressing leadership in rural PK-12 settings. The chapters within the book are intentionally focused on areas of key understandings designed to guide the intentional educator toward the ultimate goal of ensuring that all students, regardless of circumstance, encounter quality educational experiences during their preparatory years. Therefore, the purpose of this book is to present a compelling case toward building capacity for school leadership and social change in rural settings by placing emphasis on areas of challenge as denoted in empirical evidence and practitioner experience.