This paper compares responses of 660 teachers and 3,420 students from 36 schools (23 elementary, 4 middle, 9 secondary), located in 14 rural Tennessee counties, by school level on the Good Schools Survey instruments. Data represent teacher and student perceptions of classroom practices, support services/facilities, commitment, and goal attainment. Results indicate high school teachers were generally less positive about their students, principals, inservice training opportunities, and expectations related to student learning than were elementary and middle school teachers. Middle school teachers were most positive. Approximately 20% of elementary teachers viewed items relating to school operation and administration negatively. Elementary teachers showed more positive attitudes toward student learning, self-worth, acceptance of other cultures, and self-reliance than did secondary teachers. High school teachers appeared most willing to offer help to students with problems and viewed themselves as more open to alternate viewpoints on classroom subject matter than did their students. Elementary students and teachers viewed student-to-student and student-to-teacher interaction more favorably. Secondary students deemed peer relationships to be stronger. Elementary students reflected more positive images of teachers' enjoyment/willingness to work hard. Younger students viewed school work as important and school as a good place to be more than did secondary students. The study data is displayed in eight tables which comprise the bulk of the document. (NEC)