Background: Access to higher education in rural areas has been a recurring theme of debates and government inquiries in many countries in recent decades. Previous research is relatively unequivocal regarding the importance of higher education for regional or national development, identifying the local presence of highly educated individuals in a municipality as crucial for its prosperity and development. Purpose: This study aims to contribute to the development of scientific knowledge regarding linguistic discursive representations by rurally located prospective university students in Sweden, of the conditions for further study at university level. Method: A total of 23 qualitative interviews and/or discussion groups were held with 34 prospective university students in three rural municipalities in Sweden. Data were collected and analysed to answer the research question: How do prospective university students in rural areas describe the conditions for further study at the university level? Findings: Prospective university students created and reproduced a series of linguistic representations in two discursive categories: (1) proximity/distance to study; and (2) education offerings. In the first category, narratives related to the physical distance to study; commuting by public transport or private car; and moving to the home city of a higher education institution. In the second category, narratives focused around the importance of location; remote learning; and doubts about pursuing higher education and/or making the right choice. Conclusion: Linguistic representations in both categories were tense, balancing depictions of conflict and consensus. This balancing act represents a linguistic means of creating and re-creating cohesion, involvement, integration, participation, unity, and normality in the discourse and can be interpreted as a form of social pedagogical recognition that is important for the individual's success in the context that the narratives reflect.