This multiple case qualitative study addressed the National School Board Association's (NSBA) Key Work standards for public policy leadership by local school boards, and how three elite school board chairs understood and implemented those standards. Elite board chair status was defined by experience, training, and peer recognition. The study examined the perspectives of three such participants through interviews and observations to discover the challenges and responsibilities associated with public policy leadership within the context of NSBA's standards. Observational data included researcher attendance at participant school board meetings and conducting formal interviews. Findings included identification of the strengths and limitations of the NSBA standards by the participants as they applied the standards to public policy leadership in small, rural school districts. The findings may benefit school board training, superintendent preparation, school board chair development and NSBA's curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]