Adjustment problems of teachers in rural Alaskan schools stem from excesses in the physical elements and from the emotional and intellectual drain of encountering virtual isolation and cultural unfamiliarity. As a result, teacher turnover is a major obstacle to providing quality educational opportunity in rural schools. This research study attempted to determine (1) if some personal characteristics are predictive of attrition of teaching couples, (2) if quality differences exist in relation to a teacher's length of service in rural Alaskan schools, and (3) if participation in the Alaska Rural School Project (ARSP) summer institute is associated with curtailed rates of teacher attrition. Instruments used in the study were the Miller Analogies Test, the Minnesota Teacher Attitude Inventory, and an ARSP-developed Biographical Information Inventory. Among the findings, it was noted that (1) teachers with few college credits are more prone to attrition than those with many college credits, (2) attrition-proneness is greatest in teachers hired with little or no formal training in education, (3) teachers staying for 2 years are estimated to be of the highest quality, (4) no consistent quality differences are found between teachers leaving after 1 year and those staying 3 years or longer, and (5) preservice training such as is encountered in the ARSP can likely reduce premature attrition by as much as 13%. (JH)