This chapter addresses the uniqueness of rural schools and the importance of teacher leaders in those settings. The teacher leader model will be different in a smaller school, although this context is less studied. Because teacher leaders have experience in the community context, they can guide others. Rural schools often have more difficulty recruiting and retaining teachers; while location cannot be changed, working conditions can. Supportive mentors can help rural school districts retain new teachers; however, teacher leaders are often not formally recognized. Less than half of states have a teacher leader licensure, and even fewer have standards in this area. Although national standards exist, little research has focused on how these and other professional development strategies can be effectively implemented in the rural setting.