Democratically elected school boards in the United States play a crucial role in school governance because they enable community voice in educational practices and programs. Research on locally controlled boards finds they can be undemocratic and unproductive. However, little research has been conducted in rural or small towns, where local control persists through formal and informal means. This qualitative case study examines two rural, locally controlled school boards to understand how they engage in community-centered democratic governance, and the extent that they influence the technical core of schooling. The process of developing and approving school district budgets is used as illustrative examples of the enactment of local control. The findings from this study explain how small, locally controlled school boards employ elements of democratic governance, and that their community governance influences the technical core of schooling. The study provides a rural counter-narrative to previous research on local control, demonstrating that local control enacted by school boards can be an effective democratic practice that shapes teaching and learning in public schools. The article concludes with recommended practices non-rural school boards and communities can employ to expand democratic participation in their schools, as well as future directions for research.