The curricular and extracurricular responsibilities of teaching in a small school district require uniquely prepared teachers. Rural teachers often need additional background in instructional methods for teaching reading, content areas other than their specialty, discipline techniques, use of community resources, and individualized diagnosis and prescription. A very important issue is the delivery of college-level educational programs to teachers in isolated areas. Eastern Oregon State College has risen to the challenge of delivering services in a variety of ways. To improve instruction in reading/study skills, rural teachers and administrators should: develop a resource network; be aware of professional organizations; take advantage of small classes; be aware of their role in the reading/language arts scope and sequence; consider peer tutoring or cross-grade activities; obtain a wider skill range of materials; discuss the district's reading/language arts program; create inservice time; seek workshops as a group; target reading/study skills as an inservice focus; develop a parent-volunteer program; create communication between itinerant specialists and teachers; subscribe to professional journals; use regional college libraries; adapt instruction for gifted students; explore research in learning and teaching styles; share successful activities; look at the value of microcomputers; read current literature on reading instruction; and get additional training in reading. (DC)