There is extensive use of the terms urban, suburban, and rural as descriptors in science education literature, however these terms are often used undefined. This has implications for science education policy and funding, teacher education and placement, as well as pedagogical and curricular aims. This paper presents the findings of a review of the use of these terms and the development of an analytic framework highlighting three dimensions: geography, school and district characteristics, and community characteristics. The framework may help science education researchers more clearly define objectives, better target desired populations, and perform more concise surveys of relevant literature. Such advantages may prove useful when exploring issues regarding diversity, equity, achievement, and engagement in urban, suburban, and rural science classrooms.