Research on teaching visioning supports the claim that visioning functions as a tool to support beginning and in-service teachers in their efforts to develop equitable, student-centered learning contexts. While research on teacher visioning has provided insight into the nature of visioning, more research is needed to document the ways in which teachers in rural, high-poverty contexts navigate their visions given the unique complexities of which they face. This research proposal documents a year-long inquiry of twelve educators teaching in rural, Title 1 schools, in four elementary schools; one located on a Native American Reservation and the other in rural sites in the Pacific Northwest region of the United States.