An announced aim of the research group for the Appalachian Collaborative Center for Learning, Assessment and Instruction in Mathematics (ACCLAIM) is to gather landscape information related to mathematics teaching and learning in rural Appalachian high schools. Does context (i.e., rural and Appalachian) have meaningful impacts upon the math instruction and outcomes in rural high schools? This small research project aimed to give some preliminary data on these topics. The task as defined was an exploratory one, and its focus was primarily interpretive and not statistical. This work was primarily interested in more subjective variables: perceptions, understandings and interpretations of the meaning and use of mathematics among teachers, students and administrators in two participating rural Kentucky high schools. (Contains 3 tables and 1 footnote.)