To develop a list of research priorities for rural education, members of the Rural Education Association's (REA) Research Committee and Executive Board were asked to rank order nine thematic research categories. The ranking process resulted in the following list (starting with the highest priority): (1) rural school effectiveness; (2) staff development and professional support; (3) curriculum and instruction; (4) taxonomy of rural education; (5) federal, state, and local policies impacting rural schools and communities; (6) rural school finance; (7) school district governance and organization; (8) assessment of rural school assumptions; and (9) role of the school in rural development. Comprehensive data is lacking in virtually all these areas, suggesting the need for a balance in research across the entire agenda. The dearth of empirical studies on rural education is so broad as to beckon inquiry from university-based researchers, government agencies, professional organizations, and educators at the school level. The end result of research should be data and analysis that will help policy makers reach informed decisions about complex issues. Interest in rural education is growing, but it is unlikely to reach its full potential until a comprehensive and inclusive research literature on education in a rural setting is forthcoming. (JHZ)