Referring to three case studies, the author makes an attempt to understand the basis of conflicts concerning changes in school catchment areas in rural districts of Poland, and the importance of the implemented changes for local authorities, parents, and rural communities. The research shows that such conflicts arise from misunderstandings between parents and local authorities concerning the essence of new assignments to catchment areas, irrespective of the fact whether schools were closed or not. Additionally, changing school catchment zones resulted in each of the cases in the parents’ increased activity when choosing a school, and made them feel that rural areas were marginalized.