Due to the difficulties inherent in staffing rural schools it is increasingly common for early career teachers (ECTs) to experience school leadership roles. Such opportunities include a range of responsibilities such as establishing school and curriculum direction and providing leadership in pedagogy, assessment, and school-community relations. The accelerated progression of early career teachers impacts on the overall nature of school leadership in rural schools and creates unique pathways and experiences of school administration. This paper draws from interviews with eighteen educators regarding their experiences of leadership in rural schools. Four core categories emerged from the transcribed interview data: Leadership Opportunities; Responsibilities; the Personal and the Professional; and Fishbowl. These categories are presented along with quotes from participants that together construct an understanding of the opportunities and challenges that accompany early career experiences of leadership roles. Findings are interpreted using a "contextual lens" on leadership that emphasises issues of proximity and transparency as they relate to leadership in rural schools. (Contains 1 table.)