The majority of Emergent Bilinguals (EBs) in the United States come from Hispanic backgrounds. Although a relatively smaller number of EBs attend rural schools, there remains a dearth of research on what rural secondary teachers know and do with EBs to support their learning. In order to accept educational responsibility for all EBs, we must unravel what rural secondary teachers know and do, and the role of place in instruction and advocacy. Grounded in teacher knowledge and place-based education, this study examined qualitative data from four rural secondary teachers of EBs. A four-dimensional teacher knowledge model is proposed. Findings can inform teacher education programs, extend the research base, and improve education for rural secondary EB students.