Rural educational issues cannot be addressed by a one size-fits-all approach to school improvement, but current research offers some solutions and insights into turning around low-performing rural districts and schools. Of the four possibilities set forth by the U.S. Department of Education, the transformation model holds the most promise for rural schools. Successful transformation is often attributed to thoughtful and flexible school leadership and staff actions that integrate a community's unique qualities into the change process. The following questions guided preparation of this briefing paper: (1) What are the barriers and challenges to transforming low-performing rural schools? (2) What are the unique attributes of rural communities that can be beneficial in transforming low-performing schools? (3) What strategies and actions promote improvement of low-performing schools in rural locations? and (4) What local resources and partnerships can be leveraged to promote transformation of low-performing schools in rural areas? Key points of this briefing paper include the following: (1) There is no proven, universal school improvement approach for improving low-performing schools in rural districts; (2) Transformation in such areas requires innovation that integrates the existing values, norms, and culture found in the context of the community and district organization; and (3) The transformation process should be systemic and incorporate a coherent, collaborative approach that includes stakeholder input in all phases of the change effort.