This article examines the social values of rural schoolteachers under the conditions of the market economy in the countryside. It presents a comparative sociopedagogical analysis of the evolution of value orientations and life attitudes of rural schoolteachers during the years of the radical social and political reforms in Russia through the empirical data with nationwide surveys conducted by the Center for Public Opinion Research, which used a representative sample designated "village." To analyze the evolution of the social values of rural schoolteachers, an elaborated typology with a number of criteria is used. One such criterion is the substantive content as a function of which values affect people's behavior in different ways, in all spheres of life activity. In the survey, a study was made of changes in nineteen social values, which after analysis, served as the basis for assigning their sociocultural meaning, meaning that constitutes the most fundamental criterion for their typology and for determining any hierarchical shifts. Nineteen value concepts are selected and measured by the indicator of "changes in ideas about values" on a four-point scale; "ideas have become stronger; have grown weaker; have not changed at all; have changed completely." Such an approach has grouped the answers into three: (a) stable values ("values have not changed at all"); (b) unstable (mobile and shifting) values ("values have become weaker" plus "have become stronger"); and (c) a change in values ("values have changed completely"). Among the most stable values are "the basic values of the individual: family, children, work, profession, freedom, and career." The most significant values among rural teachers (52 to 63 percent of the respondents) are family, children, education, career, and profession. (Contains 14 tables and 1 note.)