The widespread digital gap significantly impacts educational achievements and fair access to resources, particularly in rural areas with limited technology and high-speed internet. This study explores strategies used by school administrators in five rural Southeast school districts to bridge the digital divide and overcome obstacles. Through semi-structured interviews with school administrators, focus group interviews with educators, and school surveys, the research examines educational leaders' experiences and perspectives on digital inequality. It highlights their crucial role in shaping policies and practices to promote digital equity and enhance students' academic performance. Using the Universal Design for Learning (UDL) framework, the study investigates how diverse teaching methods can reduce learning barriers and foster digital inclusivity. Findings show rural school leaders improving infrastructure, fostering community partnerships, and providing teacher development to address the digital gap, despite challenges like resource scarcity, geographical isolation, and social inequalities. This research offers valuable insights into the unique challenges and effective methods used by rural educational leaders, guiding policymakers, educators, and stakeholders in developing targeted interventions to advance digital inclusion and ensure equal educational opportunities for all students. [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.]