Attracting and retaining staff in rural and remote schools has been a perennial problem n Australia virtually since federation in 1901. In this report the author uses a mixed method approach of an on-line survey, unstructured interviews and policy analysis to develop a comprehensive overview of approaches to overcome these staffing problems throughout Australia. This research found that existing approaches to staffing rural and remote schools are based upon deficit models which position rural communities in a negative position in relation to more favourable metropolitan and coastal locations. However it also found that a lack of understanding and preparation to teach in these schools and communities may act as a motivating factor for teachers to leave. From the review of existing approaches and trends identified in the survey data a model of rural staffing is proposed. This model incorporates a holistic approach which recognises the social and economic contexts of rural communities, the professional motivation of teachers and a recognition of the uniqueness of rural contexts. Chapters include a background to rural decline; pre-service teacher education; attraction measures; retention measures; conclusion and proposed model. Three appendixes are included: (1) Survey; (2) Survey Results; and (3) Survey Comments. (Contains 69 figures and 122 footnotes.) [This report was funded through a NSW Teachers Federation Eric Pearson Study Grant.]