In sum, current research describes a myriad of socio-cultural challenges that rural schools and communities face, often centered around the impact of poverty and diversity. Research also suggests that the roles of educational leaders are significant to teachers, instruction, and outcomes of student learning and achievement. Finally, the dynamics of change call for leadership strategies that are flexible and responsive to contextual circumstances, despite the countervailing forces that may exist in the school and broader environment. This study documents prevalent practices of educational leaders in three successful high-poverty rural California high schools.