Self-concept is one important yet understudied construct, often associated with healthy children's well-being, and particularly crucial for those raised in rural disadvantaged communities. Also, commonly acknowledged is that adults, including parents and teachers, play an important role in fostering self-concept. The overall aim of the current study was to explore self-concept differences between rural and urban children in the state of Victoria, Australia, and to investigate relationships between student-teacher relationships, parental school engagement and self-concept in both groups. The sample comprised 219 triads of children (aged between 7-14 years), parents and teachers, representing rural (n = 33) and urban (n = 186) areas. Children, parents, and teachers completed measures related to self-concept, parental engagement with school, and quality of student-teacher interactions, respectively. No significant differences were detected between the self-concept levels of rural and urban children. However, associations between the student-teacher relationship, parental engagement, and self-concept differed between demographic groups. The unique self-concept experiences of children from rural and urban areas in Australia have important intervention and research implications. The role of the student-teacher relationship in the development of self-concept in children from rural locations should be considered in addition to parenting and home factors typically associated with fostering self-concept.