Rural schools are often overlooked in educational research. At least one in five children in the United States attends a rural school and one-third of all public schools are located in rural areas. Research on the effects of teacher education in rural schools on teacher candidates and the rural schools themselves is almost nonexistent. This position paper is an essay in which university faculty and our cooperating teacher partners from a rural elementary school describe the strengths-based lens through which we view the rural school as an important and effective context for preparing future teachers.