In the push to broaden participation in computer science within the United States, there have been a number of highly successful efforts to engage urban high schools and communities. As urban areas often have high concentrations of poverty and underrepresented populations, these efforts meet a well-known need, and have a strong potential impact. And from these programs, many lessons have been learned and best practices developed.

However, urban audiences are not the only ones to lack adequate computer science education opportunities. In the United States, 1 in 5 people live in a rural area, and studies consistently show that rural areas offer fewer opportunities for students to engage with computer science than their urban and suburban peers.

Thus, if we want to fully address broadening participation in CS, it would behoove us to consider reaching rural populations as part of the overall goal. Yet while some of the challenges rural schools face are shared by urban schools, the rural schools also have their own unique challenges that must be understood before engaging in successful intervention efforts. This paper describes one effort to support rural schools, their teachers, and their students. We seek to share the lessons we have learned, in the hopes that other programs may benefit.