Difficulties facing rural special education efforts are examined. Transportation difficulties hinder home-school communication and mitigate against coordination with teacher training institutions. Economic aspects--including the effects of sociocultural attitudes and the lack of trained teachers--and sociopolitical factors in the rural community are explored. Preservice competency areas for rural special educators are reviewed (including facilitating interagency cooperation and consulting with rural peer professionals). The report concludes with a list of 17 recommendations for teacher training, such as a focus on leadership skills, active recruitment of teachers interested in rural teaching, and incorporation of rural and bilingual chapters in introductory special education texts. (CL)