The purpose of this qualitative study was to investigate the stories shared by interventionists which focused on the work they do to create student connectedness in rural middle schools. Illinois schools are designated by performance indicators, where successful schools are rated "Exemplary" or "Commendable" based primarily on attendance, achievement, and discipline. This study gathered stories to evaluate the essence of each middle school interventionist as it related to creating student connectedness through their work with students, staff, families, and communities. Preliminary data provided a process to find successful, rural middle schools using metro-centric locale codes, school designation, attendance, and behavior data to narrow the list of middle schools eligible for the study. Once interventionists volunteered to participate in the study, a handbook review was conducted, followed by an interview with the interventionist, and an observation of the interventionist onsite. The data for this qualitative study was coded and seven themes emerged, which included relationships, external effects on student relationships, school environment, student achievement and behavior, staff behavior, building atmosphere, and student and leader pathways. The study concluded that the interventionist is a critical role to building student connectedness and provides a foundation for school success through their work with students, staff, families, and communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]