The attitudes and beliefs regarding gender, achievement and self-concept of sixth-grade students from a rural Kansas elementary school were assessed. Research consistently demonstrates females' superior verbal ability over males and males' stronger quantitative skills when compared to females. Explores the development of these differences in rural communities, a brief review of gender and career development research as it applies to middle school children is offered here. The study addresses five questions: (1) are gender concerns implicated in perceived career options among rural youth?; (2) are levels of gender stereotyping different for males and females in current rural public school settings?; (3) is this background a disadvantage to students regarding their ongoing career development?; (4) can these differences be detected in elementary school students?; and (5) are current strategies widening career options for rural youth, males and females, in public schools? An experimental six week career unit was presented and compared to the approved curriculum in career education for sixth grade. Results demonstrate that career education materials significantly influence the non-traditional perceptions of sixth graders; meaningful changes in beliefs for gender and self-concept may require more comprehensive educational approaches. Further analysis underscores the multidimensional character of human development. Personal adaptation was limited due to masculine valuations by all students, including females, in this strongly traditional environment. Implications for career counseling are discussed. (Contains 38 references.) (EMK)