This paper provides a perspective on issues among small schools in Canada through an analysis of topics that focus on Ontario. During the early phase of the small school movement, many educators believed that "small" represented a deleterious condition. After researchers examined negative conditions among larger schools, however, educators reconsidered the benefits of small schools and now regard them as having unique educational settings. What constitutes a small school and a quality curriculum are current issues. Enrollment declines in Ontario secondary schools have led to contraction of program offerings, but quality is not necessarily measured by the number of courses. Research is needed that distinguishes between the effects of ruralness and of smallness. Under the scrutiny of the public, media, researchers, and futurists, the checking for quality and for social responsiveness will reveal both positive and negative characteristics of small schools. With the impetus toward individualized instruction, the effects of distance, isolation, and curriculum breadth could be erased by information technologies. The ministry should support small schools for their unique needs. Research needs include longitudinal studies of small school students and analysis of school strategies. University teacher education programs should provide greater preparation for small or rural settings. (CJH)