This paper presents the results of interviews with 12 Manitoba and Alberta rural teaching principals regarding their leadership practices in small schools. The overwhelming theme mentioned by these teaching principals was the joy and sense of purpose they found in the relationships they cultivated with children, staff, and community members because of the "advantages" they had working in small schools. The paper details the small schools context within which teaching principals are working in these two provinces and outlines the role of reciprocal relationality that is central to their leadership efforts in small rural schools.