The study examined whether there were differences in the reasons first-year teachers in rural, urban, or suburban schools (1) accepted their present teaching positions and (2) might consider a teaching position in another school district. Subjects were 99 teacher graduates of the Universities of Iowa and Vermont who were teaching in suburban (26%), urban (43%), and rural (30%) school districts. Respondents rated the importance of 45 reasons for accepting their present (1985) teaching position. Individuals in rural school districts rated pace of living, cost of living, and size of school as more important than did those in suburban and urban schools. Those in suburban schools rated social/cultural opportunities, community involvement opportunities, continuing education opportunities, professional autonomy, reputation of school districts, starting salary, and access to tenure higher than those in rural schools. Those teaching in urban settings rated social/cultural opportunities, professional autonomy, starting salary, and rewards higher than those in rural schools. These differences suggested that those accepting positions in rural schools were more concerned about settling into the community, while suburban/urban counterparts seemed more concerned about "professional" futures. For all settings, financial rewards and degree of support were two reasons for considering teaching positions in other school districts. Rural teachers viewed parent/community supports as important, while urban/suburban teachers considered administrative support important. (NEC)