This study reports the findings from a survey of 201 recent teacher education graduates from a university in the north-western United States of America regarding the factors that influenced their decision to take a teaching position in a rural or urban community following graduation. Results indicate that an in-depth rural practicum experience, being close to family, and the size of school influenced new graduates' decisions. Other factors such as school culture and administrative support were also found to be important to new graduates' decision making. The article will also share insights that can help to inform state and local educational agencies about strategies in attracting new graduates and in retaining new teachers in rural schools.