This article presents descriptive insights into how a national research team located in three Australian states (New South Wales, Victoria and Western Australia), is able to maintain a sustained, cohesive approach to achieving the project's aim. The initial section of the article introduces each team member prior to discussing the importance of taking a national perspective on rural education. The second section considers the research design and shows how the main objective of the investigation will be achieved. Emerging trends from the quantitative and qualitative data collected in 2008 are revealed in the third section. The discussion in the fourth section centres on how the trends emerging from the collected data requires a reconceptualisation of preparing pre-service teachers for non-metropolitan placements. In doing so, the project's emerging conceptual framework, which emphasises that preparation of teachers for rural and regional appointments needs to be considered beyond the terms and forms of traditional professional practice, is explored. (Contains 3 tables and 1 figure.)