The purpose of this study was to identify the issues that most affect Minnesota's rural public school administrators as they attempt to fulfill the mandates required from state legislation and communities. A second purpose was to identify exemplary practices valued by individual Minnesota rural schools and districts. Electronic surveys were sent to all of the superintendents, principals, and business managers in the 141 school districts that belong to the Minnesota Rural Education Association for a total of 465 surveys. These members were asked to provide demographic information, priorities, needs, best practices, and policy suggestions in order to establish lines of inquiry for further investigation. Researchers then conducted focus groups of school administrators in each of six regions of Minnesota following the results of the survey. Results identified three priority categories of concern, attainment of student performance and learning goals, fiscal management and curriculum and instruction, with ten related needs for assistance, in addition to policy and process changes identified to address those concerns. After analysis of this study's survey responses and focus group participation, the needs and priorities collected from leaders of rural school districts indicate opportunities to review and revise current funding policies, as well as considerations to modify or review procedures employed by state agencies, professional education organizations, colleges and universities. While it is true that additional financial resources would always be welcomed, participants in this study identified means by which rural education could be improved through revised allocation of resources. By systematically soliciting the insights of the individuals who can balance the requirements of the federal and state mandates with the realities of the communities they serve, may be able to strengthen the connections between rural schools, and those who make decisions. (Contains 1 table.)