Defining rural is a critical task for rural education researchers, as it has implications for all phases of a study. However, it is also a difficult task due to the many ways in which rural can be theoretically, conceptually, and empirically operationalized. This article provides researchers with specific guidance on important theoretical and operational considerations relevant to conducting quantitative rural education research: identifying a rural definition, selecting appropriate analytic methods, and thoroughly communicating rural details to situate the findings within the broader rural literature base. In addition, this article uses the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and three rural definitions to illustrate how parameter estimates and substantive interpretations are impacted by the statistical model, rural definition, and exclusion/inclusion of covariates. We believe that informed consideration and implementation of the article's guidelines will enhance and clarify the quantitative literature on rural education.