Communities, schools, their music programs, and the individuals who participate in these groups are tied to the social, cultural, and political contexts in which they reside. Schools are often connected to their communities, and are often deeply cherished in rural communities. School music programs hold the potential to influence a small community's identity. This article is a case study of one school music program in a rural setting that enjoys the support of the school administration, the school community, and its greater community. This study explores the perceived value of the rural school's music program by members of its school community. Emerging themes included: (a) the presence of a music program tradition within the greater community, (b) the school district's commitment to providing a comprehensive education to students, and (c) the music teacher's interest in and openness to the community.