The authors compared the characteristics of early elementary age students educated in either rural or suburban schools who were identified as showing soft signs of emotional or behavioral disorders according to systematic screening procedures. The authors followed 134 kindergarten, first grade, and second grade students identified by these screening tools over a 3-year period to determine (a) the academic, social, and behavioral characteristics of students served in each of these locales and (b) how they progressed over time. The results indicated very few differences in performance patterns for students educated in rural and suburban communities. In general, students were within average performance levels, mostly declining or remaining stable over time on the majority of student-completed and direct observation measures. Teacher-completed measures indicated progress in some areas. Limitations, future directions, and educational implications are offered. (Contains 6 tables and 2 figures.)