This study examines the perceptions of 113 school board members, 119 principals, and 2,028 teachers from 9 states (Arizona, Colorado, Kansas, Nebraska, New Mexico, North Dakota, Oklahoma, South Dakota, and Wyoming) regarding the preparation of teachers and the availability of professional services as well as education resources. The study also considers perceptions of these groups about the effect of accreditation by the North Central Association of Colleges and Schools on various components of the school. A demographic survey is included to present a more complete picture of the rural population surveyed. Results suggest professional growth and licensure standards are not a problem since many personnel pursue graduate work; personnel from both accredited and non-accredited schools view accreditation as a process for enhancing program quality; both teachers and principals do not support special new rural teacher preparation programs; and both elementary and secondary teachers frequently teach two or more grade levels or disciplines. The study recommends the recent Outcomes Accreditation process as most appropriate for rural schools, review of minimum standards for teacher subject-matter preparation to accommodate diverse rural secondary assignments, wider dissemination of information about exemplary programs in rural schools, and increased efforts to encourage rural school accreditation. (NEC)