This study examined differences in kindergarten children's behavioral functioning across rural and non-rural communities, as well as explored the effect of risk in each setting (i.e., rural, nonrural) on these children's behavior. Data from 116 kindergarten students and their parents and teachers was analyzed. Multileveling modeling was used to explore the main and interaction effects of community setting and cumulative risk on parent and teacher reports of children's behavioral functioning. Findings suggested that community setting or cumulative risk did not predict kindergarten children's behavior; however, risk differentially predicted children's behavior based on rural or non-rural community status. Particularly, cumulative risk predicted poorer student outcomes upon entrance in kindergarten in rural communities than non-rural communities. Limitations of the study and implications for practice are discussed.