Defining the concept "rural" to the satisfaction of demographers, policymakers, educational researchers, sociologists, journalists, and legislators is an ongoing and complex problem. As a sampling of definitions used by different researchers/agencies illustrates, the two categories of definitions of rural--qualitative and quantitative--generally spring from different needs. Agencies and researchers need quantitative measures that can be easily manipulated, sorted, and compared. Others who are closely involved know that their part of rural America is qualitatively different from other rural areas. These two divergent needs, to quantify and to qualify, present a dilemma in terms of access to resources and programs for rural America and for rural education. It is difficult to capture qualitative measures in ways that readily translate to legislation, policy, or management. Further, rural America's insistence that it is not only different, but has differences within itself, is both its strength and its weakness. The inability to present a unified, powerful rural America to legislators and other policymakers ensures that rural issues, such as education, will continue to suffer from a lack of recognition and resources. Twenty-three references are appended. (JMM)