For many rural schools the view outside the classroom window is one of scenic fields, pasture lands, or forests nestled at the base of mountains. Despite the proximity of rural schools to both agricultural land and the natural world, what little connection to place that may have existed in rural schools' curricula has been disappearing as schools shift their focus toward basic academic skills (e.g., reading, math, and writing). The authors argue that ultimately the trend in reduction of school programs and the practice of undervaluing place-based-knowledge, especially place-based knowledge gained outside the classroom through interactions within place, diminishes the ability of schools to be the primary location for collective socialization and the transmission of local community values to youth. They assert as well that consequences for both the quality of education and opportunities offered for youth and the overall community well-being ensue.