Research is well established in urban school districts regarding teachers’ engagement in and perceptions of data-driven instruction. However, little research has been conducted on teachers’ perceptions of using data to inform instruction in rural school districts. Thus, this quantitative study examined rural public high school teachers’ perceptions of data-driven instruction in Indiana. Specifically, this study identified rural public high school teachers’ perceptions in terms of what types of data they use to support instruction, their attitudes toward data use, their competence in using data to drive instruction, and the support systems that help or hinder their ability to effectively participate in data-driven instruction. Additionally, this study examined possible relationships among demographic variables of rural public high school teachers and their corresponding perceptions of data-driven instruction. The participants varied in gender, age, years of teaching experience, subject taught, and highest level of education attained. Overall, the results of this study reveal that while rural public high school teachers had a seemingly positive attitude toward data use and felt it was important to use multiple types of data to inform instruction, they did not feel competent participating in the data-driven decision-making process to inform pedagogical practices. Reported barriers for effectively using data to drive instruction include the lack of professional development regarding data use, lack of collaborative inquiry among educators, lack of support from external sources (i.e., data coach, instructional coach), lack of valuable data management systems, and lack of administrator leadership and support. Consequently, since teachers are required to be able to use a variety of student data with fidelity to improve student learning and achievement by state and federal education legislation, school districts and educational leaders can begin fostering a culture a data use in their schools and build teacher competence by providing professional development opportunities and time for collaborative inquiry, employing a data expert, training teachers to effectively utilize data management systems, and modeling successful data use.