K.M. Tyler et al.'s (2008) seminal inquiry into establishing new measures for the study of cultural discontinuity and the role it may play in education provided a foundation from which to consider the ways in which cultural discontinuity might play a role in other, less discussed marginalized student populations. One such group of students are those that live within the socio-cultural confines of the Appalachian region of the United States. Although several theoretical perspectives might serve to orient the investigation of cultural values, marginalization in education and cultural discontinuity in Appalachia, serious inquiry into theoretical perspectives should be examined to determine which theoretical perspective (or perspectives) best serve as a means of understanding this type of inquiry. This paper reviews several theoretical perspectives, and examines the relative strengths and benefits of each as it relates to the study of Appalachian cultural discontinuity. In the end, a final theoretical framework is offered, with an explanation as to why it serves the study of cultural discontinuity in Appalachia so well.