A nationwide study was conducted to assess the degree of curricular comprehensiveness in small rural community colleges and to identify funding mechanisms and strategies that affect comprehensiveness. Data were collected on transfer and occupational-technical offerings from 160 public two-year colleges that enrolled fewer than 2,500 headcount students, identified themselves as rural, and offered associate degrees in both transfer and occupational programs. An index of comprehensiveness was constructed to measure both the breadth and depth of curricular offerings in transfer and occupational programs. Study findings included the following: (1) with the exception of professional work in architecture, engineering, and agriculture, the majority of the small rural colleges offered a wide variety of transfer programs, courses, and course sequences; (2) larger community colleges were able to offer more diverse transfer programs than their smaller counterparts; (3) differences among institutional types in occupational-technical programs were much more pronounced, with curricular comprehensiveness increasing with size; (4) there was a wide range of program diversity among institutions of similar size and setting; (5) small rural community colleges received special considerations from funding agencies; and (6) a number of instructional practices, curricular designs, cooperative ventures, and staffing plans were identified as means of offering additional courses. Recommendations and information on calculating the transfer and occupational indices are included. (LAL)