We know that rural young people have less access to higher education than do metropolitan youth, and that the effect of location is a much stronger influence than SES or achievement (Rothman, Hillman, McKenzie, & Marks, 2009). We also know that, based on achievement data, many rural young people, who might be expected to enrol in university, undertake VET programs. Lee and Coelli (2010) show that sub-diploma VET programs do not lead to enhanced outcomes for school-completers. It appears, therefore, that using VET as a substitute for higher education may disadvantage rural youth. This need not be so. Post-Bradley, we should expect to see partnerships between VET and universities that generate pathways into higher education, and lead to higher skills for rural youth and their communities. I use data from a national survey of youth transitions (Longitudinal Surveys of Australian Youth) to explore the extent to which VET is used as a substitute for higher education by rural youth. I also examine models of tertiary education cooperation and find that some have the potential (a) to create effective post-school pathways for all young people and (b) that can lead to skills deepening in the labour force. The main purpose is to present evidence-based information on tertiary education access for rural youth, to identify potential solutions, and to commend these to the Forum for consideration. (Contains 7 tables and 3 footnotes.)