This article discusses the results of a one-year study in a physically isolated school community in Queensland, Australia. The decision-making processes in the selection of school subjects became the focus for interviews conducted with the school community (students, parents, and teachers) and the vehicle for identifying the held conceptions of art education programs. The school community's conceptions of art education programs were examined and analyzed resulting in the identification of four categories: (a) cognitive abilities and expression, (b) the enjoyment of practical tasks, (c) employment for girls, and (d) the lack or existence of theory within the art education programs. The results suggest that the rural and remote geographical location of an Australian community has an influence on the held conceptions of art education. (Contains 1 figure.)