This article focuses on Nordic school leaders and how rural principals experience autonomy and control in current governance regimes using a sample of principals in the very north of Norway and Sweden as a case. An analysis instrument constituting four different schooling domains (educational; social; developmental; administrative) and the ways in which autonomy and control are perceived within each domain structured the analytical work. The analysis showed that both Norwegian and Swedish principals experience a high degree of autonomy within the four domains. Regarding control, principals of the two countries intimated that control is generally more evident within the educational and administrative domains and less evident within the developmental and particularly within the social domain. Regarding differences between the two countries, Norwegian principals experienced more control from regional and local municipal level compared to their Swedish colleagues. The findings add important pieces to the current body of research on rural principals and school system governance.