This qualitative case study examines leadership practices and engagement in communities among 12 women school leaders in a rural area of Lahore, Pakistan, who promote girls' education. The study was grounded in Transformational Leadership Theory and employed purposive sampling, semi-structured interviews, and a thematic framework analysis as developed by Braun and Clarke. The analysis revealed 5 themes: leadership strategies, community trust, cultural barriers, institutional problems, and educational empowerment. The research shows that effective leadership promotes enrolment and serves as a symbolic role model, strengthening attendance and school-home communication. However, poverty, early marriage, transport safety concerns, and staff shortages are curbing their efforts. The study concludes that there is a need for greater policy support to make relational, community-facing leadership most effective, which in turn requires local support. The findings have significant implications for leadership preparation, girls' education policy, and community-based education reform in Pakistan.