This study sought to document the lived experiences of women who teach in rural Iowa secondary schools. It aims to bring light to the ways in which rural women teachers experience power, marginalization, and oppression in their personal and professional lives. Additionally, this project hopes to provide insight for rural school leaders into how they can create more just and equitable working environments for women teachers in rural schools and communities. Using an intersectional feminist lens, the analysis revealed how women experienced power, oppression, and marginalization at the intersections of their personal and professional identities in rural schools and communities. This study's use of narrative inquiry provided space for 21 rural women teacher participants to share their in-depth stories of gendered power struggles in their personal and professional interactions in rural spaces. Their narratives reveal experiences of isolation, misogyny, silencing, and oppressive violence that they have experienced in rural Iowa schools. The data provides evidence of emergent themes structured around the interpersonal, cultural, disciplinary, and structural domains of power in rural schools and communities. The findings suggest a dire need for the field of rural educational leadership to provide explicit support to address and prevent misogynistic treatment of women teachers in rural spaces. [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.]