The purpose of this study was to explore the ways in which social, political, and economic factors impact the teaching and learning of mathematics in a small rural school in Georgia. Focusing on a charter school that seeks to educate approximately 275 pre-K through 12th grade students, the study was intended to give voice to the residents of the county, with an emphasis on those who are most closely associated with the school: students, parents, teachers, and administrators. Additionally, county officials, employers, and other members of the community shared their thoughts about the school and the ways in which students are being prepared for the future. The data suggest that small rural communities can establish and maintain effective and, by most definitions, successful schools. (Contains 6 footnotes.)