Dedication and commitment are useful terms to apply when discussing teacher quality and excellence, especially in rural contexts. A two-stage case study examined archival data on teachers and teaching in Vermont and northern New England and interviewed 12 outstanding rural teachers from low income districts throughout Vermont. The teaching experience of interviewees spanned six decades from the 1930s to the 1980s. Results were used to generate a profile of a committed or dedicated teacher. Such a teacher: (1) might describe teaching in terms of a calling or mission; (2) continues to teach as rewards diminish; (3) exhibits enthusiasm and devotion in the face of adversity; (4) embraces the service mission of teaching; (5) holds detailed abstract concepts about teaching as a profession; (6) can reflect on own teaching; (7) can link personal mission in life to organizational mission; (8) expresses concern for fellow teachers and students; and (9) expends above average amounts of time and energy at work. Teacher time and wealth spent could provide quantifiable measures of teacher commitment and dedication. Outstanding and excellent Vermont teachers of all eras have spent their own money and given great quantities of discretionary time to their students in support of improving education. Contains 65 references. (SV)