One approach that is helpful in framing and facilitating effective and ethical rural education research projects is centred on ensuring that researcher-participant relations are respectful, responsible and reciprocal, predicated on the shared principles of CHE (connectivity, humanness and empathy). This approach derives from a strengths-based paradigm that eschews deficit discourses about supposedly marginalised groups in favour of more enabling and productive narratives. This paper illustrates the appropriateness and utility of this approach to researching ruralities through a comparative analysis of two separate research projects involving rural residents in different parts of Queensland, Australia. One study investigated the approaches taken by selected rural families to enhancing the physical movement opportunities and experiences of their young children. The other inquiry explored the formal and informal learning aspirations and outcomes of members of mobile show or fairground communities whose itineraries pass through a succession of rural towns. The paper highlights ways in which the researchers, despite approaching and positioning educational research differently in their respective projects, worked to maximise the outcomes accruing to the participants. This maximising is a prerequisite of educational research that provides mutual benefits to participating communities and that builds on their ruralities respectfully, responsibly and reciprocally.