Paul Hurder's model of the service delivery process (plus an organization variable) was used to examine factors which influenced effectiveness of special education resource teachers in small, rural elementary schools serving 250 or less English-speaking students in Quebec. Five resource teachers and 72 teachers they served rated each other in terms of interpersonal/personal relations, perception of competence in knowledge and specific task performance, estimates of the amount of services delivered, and the time lag between service request and delivery. Other data were obtained from district offices. Analysis revealed support for the Hurder model (with the organization variable) as a framework for studying the service delivery process. Further, the resource teacher model of service delivery enabled mainstreaming in rural areas and emphasized practical, local solutions to rural problems. Other findings with broad administrative implications included: access, disposition, and organization variables need to be considered in planning, implementing, and evaluating rural resource teacher services; funding bodies and school systems need to be more aware of the impact of distance between sites and other access factors hindering service delivery; resource teachers must be able to relate well to classroom teachers; and attitudes in receiving schools determine the effectiveness of resource teachers' efforts. (BRR)