A study examined the types of support given to teachers pursuing certification by the National Board for Professional Teaching Standards (NBPTS). NBPTS has developed advanced standards for teachers in 27 fields. Teachers seeking NBPTS certification must prepare a comprehensive portfolio and take part in a day-long evaluation process at an assessment center. Surveys were returned by 275 rural teachers in seven states. Thirty-one percent indicated their principals did not give them any support. Principal support reported by the other 191 rural teachers included words of encouragement, release time or less duty time, public recognition, use of school equipment, and letters of recommendation. Among the most frequently mentioned responses, teachers felt that their principal could have supported them by providing release time, becoming more knowledgeable about the NBPTS process, sharing emotional/verbal support, giving some form of public recognition, assisting with video taping or purchasing equipment, reading the teacher's materials, and acknowledging the time spent in the process. Support people other than principals included family members, faculty or colleagues, other NBPTS teacher candidates or teachers, friends, and university faculty members. The rural teachers who earned national certification reported how they toiled in isolation, but the majority felt the time and effort was worth the result. Respondents indicated that they had become more effective teachers as a result of their experience. (TD)