Although a plethora of research focuses on economically at-risk preschool children in general across the United States, little can be found that investigates methods for improving rural children's academic outcomes. This review of research is intended to provide a contextual understanding of the background and current conditions that exist for rural preschool children and their families in America, and to recommend strategies for improving adverse cognition and learning conditions, including a lack of early literacy skills, and low high school completion rates that frequently are found in this population, utilizing the Common Core State Standards (CCSS) as a framework. Attention will be given to demographics, academic performance and scientifically-based practices proven to impact both teaching and learning for rural preschool children, particularly those from minority households, incorporating the newly developed CCSS. A comparison will be made between rural white and African American children's learning and cognition, highlighting significant disparities for African American students, despite the fact that they make up less than 10 % of all rural preschool children. For the scope of this study, rural communities will be defined as those with varying qualities situated outside of metropolitan areas. Results from this study reveal the conditions for rural preschool children, especially those from African American families with low-income levels. Findings indicate that providing training for teachers, administrators and families linked to rural schools; and infusing CCSS into the rural preschool curricula significantly improves school readiness, and decreases dropout rates. (author abstract)