This research examined the leadership practices of rural primary school principals in the Otago province of New Zealand. Principals of large rural schools (with a role of 150 and above) and small rural schools (with a role of 60 or below) served as participants in an investigation to learn what about their practice creates and maintains effective rural schools. The goals were to investigate the interrelationships of principal, curriculum, and community and to examine principals' practices in relationship to effective leadership in their schools. A mixed methods approach comprised a survey designed for the study completed by rural principals (n = 63), followed by observations over 3 days and then interviews with 6 principals. Key findings were that leadership practices varied across contexts of large rural and small rural schools; having a local curriculum was critical; and, communication and involvement with parents and the community were essential. The survey had good psychometric qualities; validation through future research use is needed. Results are discussed in terms of factors to consider for effective leadership in rural schools.