This preliminary study examined the meanings, models, and strategies of rural students in grades 3-8 for solving simple, whole number division problems. Findings suggested that students have multiple meanings for division words such as "share" and "fair share." Cultural factors and diversity in the classroom may be associated with these multiple word meanings. Students in this study worked from three division models: partitive, quotative, and splitting. The majority of students selected the partitive model as their model of choice. Younger students selected the quotative model more than older students. Among four strategies, older students used division facts more often than younger students. Younger students depended on addition/subtraction strategies more than older students. A number of students at every grade level used multiple strategies. (Author)