Access to early care and education (ECE) remains limited for many families in the United States, and rural places are disproportionately affected by ECE deserts. We seek to understand resource availability and decisions in rural ECE programs and how they relate to Johnson and Howley's strengths and challenges frame. Using detailed site visit and interview records from 60 providers, we find that small organizational size may be less unique at ECE than at higher levels of education. Access to teacher education is a challenge for rural ECE providers, but technology may be closing this gap. Study findings will provide stakeholders with information they need in order to determine the best next steps for improving early care and education systems.