Research has shown how rural schools contribute to rural life and how rural communities provide support to their local schools. This knowledge is crucial to sustain good-quality rural education and facilitate informed decisions to develop rural schools on their own terms. A common starting point in the current research is these schools’ risk of closure as well as other shortcomings, with economy being one of the most important. Broadening the outlook requires hearing various voices and considering other starting points. This project sets out to examine teachers’ and students’ understanding at their rural schools in Sweden by studying how their narratives shape rurality. Two rural schools were studied using an embedded single-case design to search for accounts of needs that were analyzed to identify corresponding educational approaches. The narratives suggest that rural schools describe an agile way of handling issues based on internal and external collaboration and that these measures seem to provide resilience for them.