This chapter responds to the research questions posed in the introductory chapter on the status and nature of educational research on rural schools and their community relationships. Drawing on the national reviews, we discuss the quality of the research focusing on its themes and questions, theoretical perspectives, and research design and methodology. The conclusions indicate substantial hiatuses, and call for greater use of the local voice, the life-world perspective, longitudinal and comparative studies, and multiple purposively sampled case studies. Internationally, while first-hand sources on the cultural contributions of rural schools exist, these must be accessed before documentary studies of central policies over-write such history. Finally, a new research agenda is formulated. (Contains 3 tables.)