Approximately one-fourth of those involved in adult learning live in rural areas. A survey of programs serving rural adult learners reveals that no one educational provider or program seems best suited to provide services to rural communities. What successful providers have in common are programs which: (1) respond to a specific societal need, (2) respond to the adult learner's expectations, (3) involve extensive cooperation with other agencies, and (4) offer concise and jargon-free descriptive materials. The availablity of educational services in rural areas has been hampered by the increased costs involved in delivering services. Federal and state policy makers need to explore strategies that will (1) remove many of the barriers to continued education faced by adult learners. (2) remove the urban bias that has denied equal access to educational services to rural residents, (3) encourage inter-institutional collaboration among both formal and non-formal educational providers, and (4) develop a rural education policy that is integrated into rural economic development policy. Rural educators need to act as advocates in accomplishing these legislative and policy objectives and explore collaborative arrangements with other providers. (Author)