Many rural schools today are faced with problems of inadequate facilities and instructional materials, limited course offerings, inadequate funding, poor teaching, and limited job opportunities for students. Rural young people, particularly women, have bleak prospects for post-secondary education or non-traditional employment. Because rural youth perceive few or limited educational and occupational options, many have low aspirations, expectations, and self-esteem. Rural girls expect marriage and aspire to lower professions because they lack adequate career counseling and positive role models. Few teachers have specific preparation for rural teaching. Preservice/inservice education for rural teachers should include teaching in multi-grade classrooms; integrating disciplines/subject areas; planning/implementing instruction in multiple subjects in numerous preparations per day; supervising extracurricular activities; planning the curriculum; utilizing community resources; enhancing learning with limited instructional resources; and working with parents to promote pupil growth. Career counselors should be sensitive to problems of rural women. Microcomputers and other technological advances may expand possibilities for entrepreneurial businesses in rural areas, and so increase job opportunities. Rural teachers and business people should serve as role models for rural youth. School-Based Community Development Corporations could link schools, communities, and businesses to improve rural education and quality of life. (MH)