Any program for the state, local, or federal levels designed to produce more math and science teachers should recognize the special needs of the small, rural, and isolated school. Rural teachers can expect generalized teaching assignments with a greater diversity of subject matter responsibilities than teachers in larger, urban settings. There is a tendency to retain the small, rural schools. We must develop programs and teachers that are qualified to teach in the rural settings. Whatever changes are made to accommodate the science program to local needs in the rural community, they must be consistent with good science and good education. Outside resources will have to be available to support rural teachers who wish to improve their teaching of mathematics and science. The science and mathematics education needs of 30% of our students living in rural America should not be neglected. If they are not to continue to be the poeple left behind, the funding programs and training programs must recognize the differences of the teachers going to the rural areas. (Author/BRR)