On-site interviews with administrators and teachers in 35 small, rural secondary schools in Oregon indicated that quality education was being provided to their students, despite the limitations of low budgets and small staff and student bodies. The study found that to provide the curriculum diversity that would meet the special needs of their students, small schools were manipulating a variety of components. These components included required and elective curricula, scheduling, use of independent and individualized learning and special programs for exceptional students, career and vocational programs, activity programs, community resources and flexibility in graduation requirements. The study suggests that the greatest strength of the small school is the provision of an environment that supports and enhances individual relationships between and among all those concerned with the small school educational process. This report examines some of the specific ways in which the small schools were dealing with the problem of meeting individual student needs within the context of a limited program. Because they represent the problem areas most commonly addressed by small secondary schools, seven topics are given particular attention. These topics include: (1) curriculum, (2) scheduling, (3) independent/individualized learning, (4) exceptional students, (5) career/vocational training, (6) school activities, and (7) the school-community relationship. (Author/DS)