Social network theory posits that social interactions provide access to information and other resources but may also constrain opportunities. Although social networks have been analyzed in educational settings to evaluate the effectiveness of interventions and the structures supporting or constraining educators, few studies address how social network analysis (SNA) has been utilized in rural settings. A review of the literature on social networks in rural schools among teachers and/or administrators indicates there is little research on the ties among rural educators, with a frequent assumption of no networking opportunities. Although similar attributes and proximity are frequently uncovered as predictors of tie formation in traditional SNA, in rural spaces these attributes are often intentionally utilized to structure effective networking and professional development. Studies within a school or district differed from studies between schools or districts. Due to the unique characteristics of rural settings, researchers should consider using ego-network studies or expanding defined boundaries of social networks to develop a clearer picture of the networks that provide opportunities or constrain rural educators.