The paper describes the background and implementation of the University of New Hampshire's program to train masters level early childhood special educators for rural and urban settings. The program features child development theory, methods of assessment and teaching, and collaboration with parents and other professionals. Ecological perspectives and transdisciplinary roles are advocated for effectiveness in both rural and urban settings. Understanding of urban and rural settings extends to different views toward higher identification and service rates, resistance to change and external demands, and attitudes of families with handicapped children toward formal helping systems. (CL)