A study documented factors associated with the operation of vocational education and training (VET) in small rural schools and their communities. Case studies of 14 schools with high-quality VET practices identified important facilitators of course development: formal commitment to the VET programs within the school's objectives; role of leadership in schools, training providers, employers, and the community; degree of organizational support, school's past experience of success; availability of physical, staffing, and community-based resources; and commitment to partnerships. Barriers were keeping up-to-date with information about and understanding of VET issues; availability of work placements; travel issues; teachers' perceptions of centralized control of curriculum; inflexible internal organization of schools; availability of staffing and other resources; and cluster coordination. The study identified the significance of partnerships. Particular school-industry partnerships are mentioned in the provision of work placements. The schools reported substantial developments in their VET programs in recent years. Implications were developed as recommendations for state and federal policy, school practice and further research, and more long-term planning and cooperative effort to maximize opportunities for students and reduce duplication of efforts. The 37-page report is followed by the case studies. (YLB)