This qualitative exploratory case study delves into the intricate experiences between teacher leadership and school improvement factors, focusing on the unique context of rural areas. School leaders and educators possess a limited comprehension of the potential roles and necessity of teacher leaders in driving school improvement efforts. Consequently, numerous schools in these regions lack a structured teacher leadership program, hindering progress in areas such as test scores, school culture, team climate, and instructional quality. The primary goal of this study was to examine the existing experiences of twenty-three teacher leaders who currently serve within rural K-12 schools. The goal of this study was to understand how teacher leaders can be effectively mobilized to enhance various facets of school improvement. The study results consist of the data collected through the interviews, focus group, and document analysis. Three major themes were discovered through these three data collection tools: collaboration and shared vision, teacher empowerment, and student centered focus and inclusivity. Key recommendations for practitioners included investing in a leadership through leadership training opportunities, formalizing structures and systems concerning teacher leadership, and equipping teacher leaders with support and resources through continuous professional development. [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.]