New interest by Australians in the state of rural education requires new understanding of factors affecting rural education and its related issues. Educational programs have not been flexible enough to cope with rural diversity, a key element in the milieu. Standards such as "equality of opportunity" and "uniformity" have been misapplied to rural Australian education, which is made distinctive by the inter-relatedness of many factors. Three dimensions of isolation are discussed: (1) types of isolation (geographic, cultural, social, and professional isolation); (2) ways of coping with isolation (understanding isolation, developing a sense of community, developing awareness of options, training the isolated, application, and technology); and (3) conditions affecting educational changes in isolated communities (social and political climate, pedagogy, finance, and incentives for change). All these concerns focus on the issue of local control. Formal school systems control programs but often have little knowledge of local conditions and needs. Rural Australian communities may simply warrant different types of schooling. Acknowledgement of this concept and the provision of more local decision-making powers will increase educational flexibility and quality for rural children. (TES)