The purpose of this study was to examine the impact of Invitational Leadership behaviors on school teacher satisfaction, teacher perceptions of the school principal’s performance, and to identify if there was a difference between the levels of inviting behaviors of principals at high-achieving and low-achieving rural schools in North Carolina. The theoretical foundation was based on Purkey and Siegel’s (2003) Invitational Leadership Theory. The demographics of the schools had noted similarities: all were Title I, elementary, and rural. A total of 23 schools participated in the study, 15 designated as high-achieving schools that received an A+, A or B grade and eight schools designated as low-achieving schools that received an F, D or C grade on the 2015-2016 North Carolina Report Card (North Carolina Department of Public Instruction, 2016b). Asbill and Gonzalez’s (2000) Leadership Survey was sent to all teaching staff. The 49-item instrument consisted of four parts to measure the invitational quotient in addition to measuring the teachers’ job satisfaction and teacher perceptions of the principals’ effectiveness. Additional demographical questions at the end of survey were used to analyze the results more thoroughly. Positive relationships were discovered between teacher job satisfaction and the principals’ invitational quotient, and the study showed differences between the teachers’ perceptions of their principals’ effectiveness with teachers at high-achieving schools rating their principal’s effectiveness significantly higher than their counterparts in low-performing schools. Findings from this research support the need for continued use of inviting behaviors by leaders to support teacher satisfaction and highlight the need for future studies around Invitational Leadership in schools.