A 20-item questionnaire determined and compared attitudes of 996 public school teachers and administrators in 83 rural Tennessee counties concerning curriculum development, course content, school environment, individualized instruction, philosophical parameters, student evaluation, and extracurricular activities. Both teachers and administrators agreed that homework was necessary for good instructional programs, the main purpose of schools was to teach basic skills, materials should be selected in relation to established objectives, diplomas should only be given to students passing the Tennessee proficiency test, ability grouping was the most efficient and effective means for individualizing instruction, high school education should result in marketable skills, the best teaching occurs when teachers work as teams, strict discipline improves the learning environment, needs of exceptional children should be met through the curriculum, students should master grade requirements before being promoted, and effort should be considered with achievement when assigning grades. More teachers than administrators indicated that course content should be determined by teachers or cooperatively by teachers and students, and that art and music were as important as other academic subjects. More administrators than teachers that felt leadership in curriculum was the major administrator responsibility, athletic programs were essential, and extracurricular activities were vital to the total curriculum. (NEC)