Although rural America is integral to the social and economic functioning of our country, it is often difficult to measure and define the concept of “rurality.” However, like other complicated social constructs, to disregard rurality because of its complex nature excludes the tens of millions of Americans who live in and/or come from rural spaces. These issues around measuring and defining rurality are particularly relevant within higher education literature, where rural issues have in recent years become an increasing topic of study. This chapter provides a thorough understanding of how researchers can work toward measuring, defining, and subsequently including rurality when conducting higher education research. First, the authors describe how rurality in higher education manifests at multiple levels—societally, institutionally, and individually. They then detail sections covering how rurality is measured and defined in various ways quantitatively and qualitatively, as well as how researchers can integrate quantitative and qualitative measures and definitions. Next, the authors offer insights on how to ensure such discussions incorporate the diversity of rural spaces. Finally, the chapter concludes with practical, real-world applications from the information offered and a call to action for researchers working to measure, define, and incorporate rurality across higher education literature.