The Hispanic population has emerged as a significant policy interest in U.S. rural communities, due to their increasing presence since the 1990s and contributions to the rural economy. This study describes trends in the social and educational resources available to rural Hispanic children over three decades, considering a new definition of rurality and different patterns of and Hispanic settlement. By comparing new and established rural destinations, we find that Hispanic children in new destinations have experienced a growing exposure to greater community resources and fewer disadvantages compared to their established destination peers. Moreover, rural Hispanic students in established destinations receive less funding for bilingual education than their counterparts in new destinations. The study highlights policy implications based on these findings.