Secondary special education and transition research is crucial for improving outcomes for students with disabilities during their transition to postschool life. However, rural schools are underrepresented in this field, hindering the development of tailored interventions that can support youth with disabilities as they transition into adult life in rural communities. This manuscript offers a framework for (a) recruiting rural schools in secondary special education and transition research, (b) emphasizing facilitators that can support community partnerships in research, including tailored strategies to support research collaboration with rural communities, and (c) addressing barriers to rural school recruitment such as geographical isolation and limited resources. Drawing from experience with recruiting schools for the Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) intervention, we offer guidance for researchers, stressing flexibility and clear communication to effectively engage rural schools. By integrating these insights, researchers can develop more inclusive recruitment approaches, advancing secondary special education and transition research to better support outcomes for secondary students with disabilities in rural settings. [This is the online first version of an article published in "Rural Special Education Quarterly."]