Results of interviews conducted among a sample of long-term rural residents and back-to-the-land immigrants in a small community in a rural county in Kentucky are compared for values held and attitudes toward the public school system. The present situation is analyzed in light of the controversy over cultural pluralism and subsequent actions taken earlier in this centrury to deal with immigrant children in the U.S. schools. Suggestions are offered for making relevant policy decisions and for ways of establishing positive interaction between rural public schools and their new constituents. (Author)