This qualitative exploration of rural and urban teaching experiences encapsulates the experiences of 8 Western Canadian teachers. A literature review outlines the benefits and challenges of rural and urban education. Stemming from narrative inquiry data, I present the study's results in the form of two composite stories, which depict the lived experiences particular to rural and urban teachers. Overarching themes emanating from these stories show that rural schools nurture close teacher-student-community relationships, while urban schools serve a larger, culturally-diverse student populace. Theoretical aspects of the study include the notion that teacher identity is influenced by one's rural and urban background. I suggest that through teacher mentorships programs and forms of professional development, teachers be supplied time to reflect on how their past rural and urban life experiences affect their present teaching attitudes and behaviors.