This latest paper from the Educational Policy Analysis Archives at Arizona State University addresses the often neglected question of how high school teachers in rural settings continue to develop as educators. Authored by Jay Paredes Scribner, an assistant professor of education at the University of Missouri, the study "describes from the perspective of teachers a broad view of work context that spans across the institution of education, with each contextual level influencing teacher learning in different ways." Scribner begins by offering some perspectives of previous work dealing with conceptualizations of teachers' work context in the educational literature, and then continues to say a bit about his own methods. He proceeds to discuss his own findings, primarily gleaned through observation and long-form interviews from the three contexts of teacher work. Scribner concludes that, in order to effectively allow rural teachers space to learn and grow within their own teaching work patterns and habits, they will need to find opportunities to network and learn effectively with other colleagues.