Few researchers have examined the identification practices and services provided to gifted and talented students in rural settings. In this case study, we explored these processes from different perspectives, that of the gifted student, the parent(s) of the gifted student, a teacher of the gifted student, and the administrator(s) of the gifted student. Data collection included interviews, observational fieldnotes, school documentation, and photographs. Thematic coding of interview transcripts revealed primary themes of lack of time, lack of resources, and opportunities in rural areas as well as the reliance on one teacher as a primary resource for an entire district. Secondary themes included lack of teacher training and ongoing professional development for gifted and talented students, including identification, services, and programming for gifted students. Implications of this research underscore the need for policy reform and development to serve talented and gifted students more effectively in these small, rural school districts.