The growth of individuals participating in community problem solving activities within a rural setting was the focus of this study. Using grounded theory methodology, data was obtained from literature, interviews with participants in four rural community problem solving groups, and one participant-observation study of a rural community problem solving group with subsequent interviews. The data illustrated that individual growth did occur as a result of involvement in community problem solving activities. A model consisting of four categories of individual growth emerged from the data. These categories, based upon a person's relationship to life, include (1) stance toward self, (2) stance toward others, (3) stance toward life, and (4) stance toward knowledge/process. Within each of these categories, specific properties (indicators of growth) were identified. Some examples of these properties from the four categories respectively are (1) self awareness and sense of personal worth, (2) understanding of others and appreciation of others, (3) depth of involvement, (4) knowledge and appreciation of problem solving processes and (5) future orientation. (In the concluding sections, this paper discusses the interrelationships that exist within the model of individual growth and the challenges that adult educators face to maximize the growth of individuals participating in community problem solving activities.) (EM)