Study objectives were to: (1) generate comparative attitudinal profiles of rural administrators (n=32), teachers (n=77), students (n=290), and parents (n=121) from Northeastern Utah school districts (10 elementary and/or secondary schools); (2) isolate attitudes/factors contributing to turnover and other rural education problems; (3) establish a data bank; (4) indicate directions to alleviate educational problems. Attitudes relative to the following were surveyed: (1) income; (2) cultural deprivation; (3) liberal vs conservative feelings; (4) rationale for teaching in rural schools; (5) the "most difficult adjustment" for new teachers; (6) teacher satisfaction with social life; (7) teacher acceptance; (8) use of rural positions as springboards to better jobs; (9) minority groups; (10) the need for rural teachers to "moonlight"; (11) teachers' expectations of students; (12) parents' expectations of teachers; (13) school discipline; (14) importance of the teaching profession; (15) handicapped students; (16) rural/urban student competition; (17) teacher quality; (18) rural teachers' language; (19) guidance and counseling for teachers and students; (20) rural teachers' work week; (21) traditional vs innovative teachers. It was determined that turnover resulted from teachers accepting a position because it was the only one available or because there was a better position elsewhere. (JC)