This investigation examines school-family partnership relationships in rural and remote settings. The study highlights the teaching-learning relationships of classroom teachers, parents as instructors/supervisors, and students as they make sense of numeracy and literacy outcomes in distance education contexts. The case study data provide insights into how the distance education provider (the school) interacts with families to facilitate young students' learning experiences. At present, the school and the families they engage with have access to limited technological resources. This investigation considers learning engagement in these increasingly unusual settings and postulates the effect new technologies may have on pedagogical practices in the future.