Motivating environments include elements across the whole school-as-system, with contributions made by teachers, students, administrators, and factors outside the school in the surrounding community. Positive motivating environments can support self-determination and intrinsic motivation of both students and teachers despite a number of risk factors for school failure. This study addresses schoolwide environments that may promote motivation in areas characterized by isolation and resource limitations. The researcher conducted a systemic analysis of motivationally relevant resources and conditions across four rural schools and communities, using teacher, administrator, school and community profile data. The data indicate that external resources (family, institutional, and community) and internal (motivational) resources are critical elements of the motivating environments in these rural high schools. Teachers' and administrators' motivational perceptions shaped by their prior experiences and current contexts inform the efforts they make to motivate students. Teachers' workplace climate perceptions influence faculty retention and investment. Schools generate unique motivational dynamics through interactions of individual and organizational characteristics. (Contains 2 tables and 1 figure.)