Principal leadership is crucial to the success of rural schools (Canales et al., 2008; Horst & Martin, 2007; Texas Education Agency [TEA], 2017). Research has shown that principals have a great impact on student learning through multiple pathways (Sebastian & Allensworth, 2012). Principals today must be instructional leaders, share a common vision, and use data to improve instruction to led successful schools in the age of accountability. Principals in small, rural schools are unique and the job is much different than for their urban or suburban counterparts. Rural schools are unique and have many challenges that other schools do not. These challenges represent a very different and unique context for school principals. The purpose of this qualitative narrative study is to examine the lived experiences of rural school principals that use transformational leadership practices in interactions with parents, teachers, and community members. The method of interviews will be used to learn about the lived experiences of rural school principals which will help to develop better understanding of how rural school principals can use the practices of transformational leadership to better their schools. The transformational leadership practices that will be examined are those derived by Leithwood's (2012) Ontario Leadership Framework (OLF). [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.]