Relationship building in the remote rural settings studied occurred at various levels: professional, school-based, personal, and community-wide. Principals and teachers who understand the importance of relationship building-especially its personal and community-wide facets-who take the initiative in establishing and nurturing relationships and improving them through reflection over time, are more successful at motivating, inspiring, and aligning country people to facilitate change. The acquisition of supportive relationships is presented as a possible precursor to successful school leadership and teaching in small remote rural school settings.