In the wake of recent political events, rural people and places experience unfiltered and uncensored criticism. For the approximately 20% of America's children who are growing up in rural places, these stereotyped narratives are damaging and dehumanizing. To ensure the wellbeing of rural children across the United States, teacher education programs must prepare teacher candidates to view rural schools from a strengths-based perspective. To do this, teacher education programs must consider the importance of critical pedagogy of place and the essential role of strong school-university partnerships. This article provides a historic and current look at rural schools, discusses the impact of rural stereotypes, and charts an initial path for teacher education programs to change the current narrative about rural schools. Perspectives that address rural stereotypes through a critical lens are essential for all educational stakeholders, no matter their locale.