This paper identifies differences in educational outcomes for rural students in South Australia compared to their metropolitan peers. This information was compiled by a task force whose aim was to develop an action plan to achieve equality of educational opportunities for rural students. Available information suggests that students in country schools generally do less well than their metropolitan peers or than the student population as a whole. Teachers, parents, and students cite restricted access to educational and other services as the major detriment experienced by students in country schools. In addition, rural students spend less time studying languages other than English, music, drama, or dance, and more time studying agriculture, computing/keyboarding, health, or home economics, when compared to students in metropolitan schools. Other findings include: marked differences in curriculum provision between country and metropolitan secondary schools; discrepancies in dropout rates of students living in the country when compared to metropolitan students; rural-urban differences in achievement scores in math, physics, and chemistry; and lower participation rates of rural students in postsecondary education and training. These findings represent preliminary information, and more research is needed concerning participation, achievement, and retention to provide a basis for informed decision making. Additional rural issues that were raised by principals, teachers, and support staff include staffing, interagency support, and changing employment opportunities. (LP)