The Schools Commission's Disadvantaged Country Areas Program, an important strategy in promoting social and educational equity for rural children in Australia, is the focus of this paper. After a brief consideration of the historical background of the establishment of the Disadvantaged Country Areas Program, the objectives and operation of the Program are discussed. Aspects of Program operation covered include selection of areas, funding, committee structure and functions, and processes established for the use of resources provided. Strategies for improving education for rural children are examined next. Projects described are concerned with transport and mobility, curriculum development, community enrichment, technology, school-work transition, upgrading facilities, and effective use of resources. Finally, some of the constraints and tensions governing progress in the Program are discussed in relation to possible directions for the future. Problems considered include school based versus shared area programs, school based versus community based programs, a "rural" curriculum versus a core curriculum, system support versus independent operation, pilot projects versus ongoing program, local projects versus research and development, and consultants and coordinators versus local development. (CM)