The paper focuses on the differences which characterize rural schools and suggests ways in which teacher preparation programs might train beginning teachers specifically for rural schools. Section 1 describes ways in which teacher preparation programs can help prospective teachers prepare for the breadth of responsibilities expected in rural schools, i.e., increase the number of content areas in which students are prepared to work, and develop students' skills in integrating the curriculum. Section 2 and 3 provide discussions and suggestions relevant to the student teacher being prepared to deal with the rural community. The sections suggest: students' understanding of the roles of the community in American schooling should be expanded, students' experience with close relationships between a community and its schools be increased, students' skills in accessing information and other resources be developed, and students' self-sufficiency be developed. (AH)