Unquestionably, rural schools face many obstacles in their attempts to attract teachers. However, a survey of preservice teachers working in rural districts found that many of these obstacles stem from misconceptions or a lack of knowledge about what it means to live and work in a rural area. Perception, however, is reality and therefore deserves serious consideration. In this article, the author discusses the challenges most frequently mentioned by preservice teachers at the Longwood University in the rural community of Farmville, Virginia. These include: (1) lack of understanding about rural life; (2) isolation; (3) housing; (4) salaries; (5) teacher preparation background; and (6) limited facilities and personnel. She emphasizes the need for an active recruitment program to dispel myths and focus on the benefits of teaching and living in a rural area, and provides suggestions on how school systems can help teacher candidates feel more comfortable in making a decision to become a rural educator.