For close to fifty years, rural and non-metro counties in New York State have suffered economic and demographic declines. This paper examines the impact of urban-normative educational reform efforts on one community, and the continued crisis emerging after the consolidated district closed the elementary school. Using Discourse Analysis, two sets of voices are interrogated for their narrative during the crisis. The paper uses social and traditional media in an effort to uncover often ignored or forgotten voices who argue against the public, dominate narrative concerning rural educational reforms in the United States.