Many field-based teachers believe all research accomplished at universities should have direct impact on the public school environment, and transform classrooms into Utopian panaceas of reform. While it is true that there is a gap between research and practice, and many university researchers now attempt applied investigations in field-based settings, frequently the information gained can only claim reliability and rarely examines valid problems or results as prescriptions for change. This paper describes an alternative investigative process by utilizing a phenomenological approach to explain, analyze, and begin ameliorating the rural main-streaming problem that plagues special educators teaching in rural communities. Evidence contained herein indicates that main-streaming malpractice remains a highly problematic issue for the rural physical education teacher. Because most of these teachers are not qualified to teach children with special needs, and quick relief does not seem feasible, this paper is intended to offer a practical problem solving approach designed to ameliorate service deficiencies.
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