Preparation of high quality personnel to provide educational services to students with disabilities living in rural areas is, at best, challenging. Findings from a comprehensive study concerning the status of the implementation of the Individuals with Disabilities Education Act (IDEA) in rural settings and the issues such implementation presents to teacher education programs in these areas are discussed. Members of the American Council on Rural Special Education (ACRES) participated in the study. Results indicated that strategies for enhancing personnel preparation, recruitment, and retention of individuals to institutions of higher education and K-12 schools in rural settings include distance learning, on-site professional development opportunities, salary incentives/increments, and benefits. Linking evaluation data to the general education curriculum and determining how the student's disabilities affect his/her progress in general education are issues for practitioners implementing IDEA in rural settings. Recommendations are provided for enhancing personnel preparation and service delivery based on the results. [Reprinted from "Rural Special Education Quarterly," v21 n4 Win 2002.]