This qualitative multiple case study explored district, school, and classroom level leadership support for school-family-community (SFC) partnerships in Title I elementary schools located in distant small towns or rural areas. Over five decades of research support the benefits of schools actively partnering with families and communities to promote student success as well as meet student needs. There is limited research to show how superintendents, school administrators, English as a New Language teachers, and bilingual staff members in rural areas and small towns leverage effective family and community engagement. The study was conducted in four school systems that had Title I elementary schools with growing Hispanic or Latino/a student populations. Two of the school systems were located in distant rural areas, and two were located in distant small towns in Alabama. The participants at each school site included a vertical team of school stakeholders that included the superintendent, a school administrator, one or more English as a New Language (ENL) teachers, and a bilingual staff member. Data analyses were conducted within each individual case and across the four cases. Three themes emerged from the cross-case analysis: (a) communication, (b) school culture, and (c) structures and processes. The three themes presented a description of how school leaders in rural and small-town schools serving Hispanic or Latino/a students supported the development of effective SFC partnerships. [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.]