"I know you've heard the rumor about the school closing down. That is not a rumor. That's a fact." Years of unacceptable academic ratings, dysfunctional school leadership, and constant budget deficits had finally caught up to a rural school in South Texas. Unfortunately, this is not the only school that has heard these words. Many schools across Texas face multiple challenges leaving the district facing closure. School closures tend to impact communities in ways we are just learning. Often, we fail to notice the impact of how experiencing a possible school closure affects teachers. School closures have become an acceptable option for poor performing schools and are seen more often especially in rural districts. The purpose of this qualitative inquiry was to examine how four teacher leaders supported a rural school district and ultimately helped that school district narrowly avoid closure through their efforts. This study allowed key teacher leaders to share their stories and the lived experience of working with a high needs rural school district that faced closure and provided the insight on how teacher leaders can support school turnaround. The research provided insight of the possible impact the threat of school closure had on the stakeholder's morale and their experiences as the school went through the processes required to avoid closure. This study incorporated a basic qualitative design using in-depth interviews with four teacher leaders who experienced the threat of a school closure and examined their perceptions regarding the school districts implemented changes designed to avoid closure and improve the district. [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.]