Using PISA 2000 data, this article examines cross-national variation in rural mathematics achievement among 15-yearolds in 24 industrialized nations. Rural mathematics scores were significantly lower than scores in urban and medium-size communities in 14 of 24 countries. However, patterns were complex. Most commonly, a linear relationship obtained between community size and average math score. In some countries, however, students in medium-size communities scored highest, followed by urban then rural locales. In some countries, such as the U.S., students in urban communities scored lowest. U.S. rural mathematics scores sit squarely in the middle of the distribution. One explanation for lower rural achievement is lower SES. Consistent with other studies, the U.S. showed a marginal raw rural achievement gap, which disappeared when SES was controlled. Once SES was controlled, rural locale predicted mathematics scores in only 4 of 24 countries. Only in Russia was rural locale a statistically significant negative predictor of mathematics achievement, net of socioeconomic status. However, the U.S. showed a substantial gap in urban achievement. Further analysis suggested positive interaction effects in the U.S. between school SES and both urban and rural location.