The purpose of this article is to describe, based on a descriptive case study, a conflict that arose between local education politicians and a group of actively engaged parents when a rural school was to be closed and to discuss possible causes of the conflict. A further purpose is to contribute to a better understanding of closure processes, the way they can be managed, and the role of pedagogical argument. The results made clear that the main reason for closure was to save money and that pedagogical motives played a subordinate role.