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This book considers some of the implications for adult learning of the characteristics and changes in rural England. In many ways, the priorities for adult learning are not so very different from those in urban areas, but there are specific barriers to be overcome in rural areas. To be effective in rural areas, adult learning workers need to have knowledge of rural society and economy, as well as adult learning knowledge. They need to build up contacts and to develop relationships of trust and respect with people before launching them off towards new horizons. Rural learning is organised into four sections: Living in the countryside (important background information); Developing rural learning (the role of the adult learning worker, networking, progression and development); Getting organised (needs assessment, publicity and communication, organising events and time management); Resources (a who's who in adult learning). The book gives checklists and quick tips and does not aim to provide a comprehensive set of prescriptions. Readers are encouraged to experiment and try out new ways of working. Examples of good practice in the text suggest what kinds of approach have been successful. However, review questions stimulate the reader to ask how these approaches can be modified to fit different contexts.