Rural students deserve a high-quality literacy education comparable to their non-rural counterparts. As rural teachers and leaders face multiple roles and responsibilities, professional learning focused on instructional improvement can lack priority. This study aimed to examine how leaders within a rural, public elementary school setting supported third- and fourth-grade reading teachers by developing and implementing a PLC to improve reading instruction. A total of eight findings and three themes emerged from thorough data analysis. The following themes emerged from the study's findings: (1) improved collaboration, (2) increased instructional knowledge, and (3) differentiated leader support. Leaders can facilitate context-based and differentiated professional learning to best meet the needs of rural teachers and students by establishing defined learning structures through shared leadership practices and continual professional learning to establish a culture of continuous improvement. [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.]