This paper studies the needs and strengths of rural schools with the intent of improving rural science education. It examines the history of rural schools, and posits a rural-to-urban continuum of characteristics, citing studies that indicate rural schools are more effective in some ways than urban schools. The paper looks at needs of rural/small schools and the reasons those needs exist. Included is a list of recommendations by Kansas science teachers for addressing the needs of science educators generally. Also examined are the dynamics of change in rural schools and claims that many reform efforts have failed for lack of community consensus. Planning must be broad-based; technical assistance for implementation must be available to teachers; and change must be supported at the institutional level. Innovative approaches linking schools to their communities are suggested. Funding mechanisms are discussed. Conclusions are then synthesized from several other studies for improving science education in rural schools. Resources from outside the rural community will be needed, but sustained change will require support at the community level. This document includes reference list and tables. (TES)