This paper aims to report a study that develops knowledge of the geographic periphery as architecture for leadership practices by principals in small primary schools with no more than four teachers. The geographic periphery has different prerequisites from geographic centers. Sweden is a rural country that also has large cities which attract people for economic and social reasons. There is limited research on the nature of school leadership in rural contexts. This paper addresses these limitations through an ethnographic study, with participatory observations in village schools and a follow-up conversation with principals and teachers. The main findings illuminate place as a physical as well as discursive and social dimension. The rural leadership practices considered peripatetic differ in Sweden, and internal and external recruitment is of importance for leadership practice. To organize and ensure equality in education, more knowledge of rural education is needed.