In this article, we concentrate upon the lifeworld resources that comprise the funds of knowledge for children living in a rural community in the southeastern United States. Through interview conversations with a group of third grade children, we identified three lifeworld resources--interdependence, garbage dumping, and feral dogs--that rural teachers might draw on to generate curriculum that is connected to the community in which they teach. Through such connections rural teachers may increase the likelihood that they will remain teaching in rural schools.