There is not any one thing or any one group that can solve all the problems involved in staffing rural and small schools. It is quite common to find a bimodel distribution of teaching faculty in rural and small schools--those with less than 3 years and those with more than 10 years of experience. It could be inferred that either recruitment strategies and hiring criteria are inappropriate, or there are factors that cause a sizable group to leave teaching in that district in the early years of their career. While the problems are not unique to rural schools, even one unfilled position in a rural school has a rather dramatic effect on the educational program and young people in that school. There are many intervening factors and little research in the area. These suggestions could help: a national and state priority for development of qualified teachers for all schools should be established; teacher training institutions should establish identifiable programs for rural teaching; the profession should accept its responsibility for providing services to students regardless of their location; networks of persons in all job categories should be developed to reduce the feeling of professional isolation among rural and small school teachers. (BRR)