Using qualitative survey data and focus groups, this statewide study explored the experiences of the North Dakota rural principal. The intent of this study was to develop an understanding of the rural principalship in a state with a predominantly rural population and informed by personal experiences of principals. Using qualitative thematic analysis subsequently layered upon instructional leadership theories, the data supports recognition that principals' roles, power, and constraints in rural schools differ according to enrollment size. Leadership was defined and discussed as either transactional or instructional leadership, with participatory and transformative leadership relatively absent from the data. A different type of support and resources are needed by rural principals to enhance school success. These findings suggest that principal training programs and professional development programs must be tailored to meet the needs of the rural principal with an eye to providing experiences in transformative leadership.