This study explored the phenomenon of collective leader efficacy and its potential influence on principal perceptions of self-efficacy with high school leaders in rural school districts. Research shows that school leaders have a positive impact on student achievement and the overall culture and climate of a building (Waters et al., 2004). Yet, recent increases in the accountability movement, particularly since the COVID-19 pandemic, placed new pressures on school leaders. Building-level principals are responsible for student achievement, teacher retention, and improved school culture (DeWitt, 2022; Erichsen & Reynolds, 2020). Principals and district leadership teams now encounter increased accountability measures from the national, state, and local levels (DeWitt, 2022; DuPlessis, 2017; Erichsen & Reynolds, 2020; Waters et al., 2004), making it more difficult for school leaders to provide equitable opportunities for all learners. This phenomenological study examined experiences and perceptions of collective leader efficacy from rural high school administrative teams in a Mid-Atlantic state. Participants provided rich narratives reflecting on their experiences with collective leader efficacy and its influence on their self-efficacy through focus groups and individual interviews. Analysis of the data revealed connections between individual and collective perceptions of efficacy. Emergent themes included working together, support, continuous improvement, and navigating challenges. The results revealed insights about the importance of leadership development as well as the skills and strategies necessary to empower leadership teams in rural environments. [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.]