This paper discusses provisions of the Individuals with Disabilities Education Act of 1997 (IDEA) and suggests strategies for maximizing existing resources in rural settings to meet the requirements of the law. The purposes of this paper are to: (1) discuss personnel preparation data relevant to ensuring that all individuals possess the necessary competencies to meet the needs of students with disabilities in general and special education settings; (2) present the key provisions of IDEA that relate to ensuring quality personnel preparation and educational services in rural settings; and (3) identify ways in which personnel preparation activities and utilization of existing resources in rural settings can be maximized to ensure full implementation of IDEA. Key areas of the legislation include evaluation and reevaluation of students, the Individualized Education Program (IEP), and IEP transition services. Instructional implications for teacher educators are discussed for each of these areas, focusing on the skills and knowledge that teachers will need relevant to the following IDEA requirements: parent participation in student evaluations, collection and interpretation of information for evaluations and IEPs, design of appropriate curriculum modification, regular communication with parents, design of functional behavioral assessments and intervention plans, consideration of the child's linguistic needs or need for assistive technology, and design of transition services. (CDS)