This convergent parallel mixed methods study investigated rural K-12 public school principals' perceptions regarding the degree to which they use and value practices related to cultural competence in their roles as school leaders. While an abundance of literature regarding leadership in rural education, student educational gaps, and school change exists, inequities in policy and practice perpetuate academic and social setbacks for some of our nation's youth, including those who attend rural schools that are often racial/ethnically homogeneous and laden with socio-economic disparity. Using the lens of the Cultural Proficiency Framework, specifically the Essential Elements, this study aimed to address the research questions and add to the literature by examining (1) the school principals' value in using culturally competent practices; (2) the school principals' use of culturally competent practices; and (3) culturally competent policies and practices used in rural, public schools across the United States. The study's findings revealed the most and least important culturally competent practices to rural school principals. They identified culturally competent practices they use most and least frequently in their roles. Three themes emerged from the data: student support services, professional learning communities to support instruction and assessment, and a lack of diversity warranting little need for culturally competent practice. Conclusions were drawn from a convergence of the findings from the data analyses, and implications suggest that applying the Essential Elements of Cultural Proficiency to school improvement efforts can yield increased equity, access, and inclusion for our rural youth in all regions of the United States.