This study aimed to explore the lived experiences of five female principals leading rural schools in Zimbabwe. Using a qualitative approach through face-to-face interviews and employing the ecology of practices framework (Stengers, 2005) to address environmental challenges in rural schools, the findings illustrate the multidimensional challenges faced by female school leaders in rural settings, that include infrastructural deficiencies, chronic academic underperformance, poor teacher working conditions, absenteeism, funding shortages, and gender bias. Despite these difficulties, principals demonstrated resilience through strategic leadership, community collaboration, and faith-based coping mechanisms. These insights contribute to a broader understanding of the intersection of gender and educational leadership in under-resourced rural environments. By strategically navigating gendered challenges and leveraging local knowledge, the principals in this study were able to foster positive school-community relationships that benefited their institutions. Future research should explore policy interventions and support mechanisms to enhance the efficacy of female school leaders in similar contexts.