The squeaky wheel method of policy implementation takes place when policy mandates are not implemented by need, but by the kind and amount of external influence mobilized on behalf of policy recipients. Case studies of three rural students with severe disabilities demonstrated that the services each child received were dependent on the strength of the child's external support. External support that shaped implementation of special education policy included child advocates, preschool services, and parents, and such support usually benefited only the target child. Similarly, rural disadvantaged school districts with little influence at the state level often fail to receive the resources and support needed to implement special education policy. Struggling financially, the poor school district may choose to underidentify disabled students and to cut services where it can. Thus, the implementation process at the microlevel (that is, the process negotiated between student and school district) reflects the larger, more systemic implementation process negotiated between the state education department and the local district. Disadvantaged school districts may benefit from an advocate to provide a stronger voice at the state level. This report contains 10 references and a table outlining parallels between systemic and microlevel barriers to implementation. (SV)