Although intrusive factors--such as the economy--have limited recent strides toward improving rural education, there are components of excellence within the realm of local determination that are appropriate to conditions, circumstances, and aspirations surrounding the schooling process in rural areas. The educational reform movement in most states has resulted in increased requirements that must be considered by rural educators/boards/citizens. While these mandates set parameters, local communities can determine goals and practices for the excellence components of content, standards and expectations, time, teaching and the teacher, and reinforcement of cultural mores. Rural communities can decide to meet or exceed minimum standards, with provision made to meet the needs of all children. Communities should take adequate time to identify issues, propose options, develop curriculum, and meet needs of students requiring instructional diversity. Teachers should not only be involved in the content process but should be accepted as members of the communities that recruit them. The additional preparation required of rural teachers should be supported by in-service and staff development, evaluation, career ladders, and incentive pay. Cultural mores can be reinforced by integrating character development into the school environment. These components of rural school excellence do not exhaust the list of items that could be explored. (BRR)