Identifying and describing students in rural schools who are at potential educational risk is the purpose of this study which involved extensive taped interviews with administrators, teachers and students in selected rural schools in Iowa. Various indicators of educational risk in selected rural environments suggest that students are decidedly disadvantaged by geographic isolation and economic decline. Achieving a high level of community support--beginning with the formation of an active, positive, cooperative relationship between and among students, teachers, administrators and parents--is a necessary step in attaining educational excellence. A collaborative effort with other districts is key to providing a full range of academic, vocational, and extra-curricular activities, and accessing technological advances otherwise unavailable. Curricula must be expanded to prepare students either to remain in their rural communities as contributing citizens, or to leave with confidence and skills. Viable vocational and occupational experiences, high quality personal counseling, and strong counselor-parent partnerships must be available to rural students if they are to maximize career attainment. (JMM)