Historically, rural education was critical of its quality. Even today, the quality of rural education remains a concern in Australian society. Key quality issues relate to subject selection, education delivery, teacher and technology issues, and resource provision (Perry & Lubienski, 2014). With a smaller population of students and teachers, the range of subjects that can be offered economically is restricted. Survey response shows that more than 25% of respondents (students) have no choice when choosing subjects in secondary schools. Similarly, schools in rural and remote areas experience higher rates of teacher shortages and turnover than schools in urban areas (Stokes, Stafford & Holdsworth, 2013). These issues prevent the school from delivering the full curriculum, making it difficult for schools to maintain faculty continuity (Lamb, Glover, and Walstab, 2014). As a result, the provision of learning through new technologies is identified as a way to help overcome educational difficulties linked to distance. However, significant difficulties were also identified. For example, many parents find it extremely expensive to provide their children with Internet access at home. Additionally, the download speed is very slow due to the types of telephone systems available in these areas (Stokes, Stafford & Holdsworth, 2013). Under these circumstances, rural students are less likely to complete their education and tend to have relatively lower academic achievement than students in metropolitan areas.