<p>This chapter stresses the importance of the need for schools and teachers to have a broad understanding of the rural context because of the social and cultural capital that students in rural places bring to the school and to the classroom. These understandings provide opportunities for teachers, particularly those from urban areas, who may perceive rural locations stereotypically. The chapter makes the case for this stereotypical vision to be replaced by a more realistic and place-oriented perspective. It does this by using current research, which challenges common-sense assumptions about rural schools as well as providing generalities that can be starting places for place-based understandings.</p>