This report explores the status of the teaching of psychology as a separate course on the pre-college level and examines the nature of the differences between urban-suburban and rural teachers, their courses, and their classes. One hundred sixty-two urban-suburban and 166 rural school teachers in Illinois were surveyed via questionnaires. Students enrolled in psychology courses from randomly selected schools also completed questionnaires. Data indicated few differences between urban-suburban and rural teachers, apart from those which could be attributed to school size. The two groups of teachers were found to teach courses that were very similar in content, objectives, and methods. Data suggest greater variation among teachers in each setting than exists between the two groups. It can be concluded that rural-urban differences in courses, teachers, and school curricula, which traditionally have been assumed to be significant, are in reality small or nonexistent. Tables of data are included. Questionnaire responses, a review of literature, and findings of a related study are appended. (Author/MK)