Rural, urban, and suburban school principals faced distinct challenges in engaging families and fostering positive school climates. Recognizing the need for tailored leadership strategies, it was essential for principal preparation programs to provide context-specific training. The purpose of basic interpretive qualitative study was to explore the relationship between principals' approaches to school management in rural, urban, and suburban schools and how their preparation programs facilitated the development of these approaches. Forty-six principals participated in the study, and I collected data through a questionnaire based on a parental involvement framework. The analysis revealed key differences in strategies; rural principals emphasized community involvement, while urban principals addressed cultural and linguistic diversity. These findings showed that the specific school context shaped effective engagement strategies and principal preparation programs needed to adapt to equip leaders with the skills necessary to meet these varied needs. This study underscored the importance of improving leadership training to prepare principals for their unique challenges better. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]