As part of an ethnographic study of one rural school-community relationship, this paper explores how school and community leaders conceive of the purpose of schooling in their community, delineates the educational policies and practices that support this purpose, and offers insight into the implications of such a purpose. Adding to the rural education research debate over the role of school districts in perpetuating rural youth outmigration, this research considers one school district's approach to mitigating the brain drain through policies and practices emphasizing local careers and job skill development. Based on district and state policy analysis, interviews with local leadership, and observational data, this study suggests a critical consideration of educational equity is needed when rural schools prioritize community development. This paper is intended to begin a conversation on the conceptualization of rural school-community relationships and educational equity in communities where population loss is an economic and an educational crisis.