Fires in schools in Australia occur with a disturbing regularity. The cost to the school community and the NSW Department of Education and Communities is significant. In addition the students face anxiety and sense of loss associated with the destruction of buildings and resources, as well as the legacy that is attached to a traumatic event. The school, as a site for learning and nurturing, is highly valued by teachers, the local community and students; yet the aftermath of major fires in schools is a topic rarely explored. This paper offers an insight into the early stages of larger socio-historical study that maps the frequency of major fires in schools and the subsequent stories of rebuilding by those school communities. The research draws from both qualitative interviews with teachers in rural schools and document archives. The early findings suggest that the state governments and emergency services offer vital assistance during the early stages of rebuilding. However, the stories, of the efforts by local community bodies, neighboring educational institutions, the students and, in particular, the school staff reveal a remarkable narrative resilience and commitment to education in rural communities.