This paper discusses how economic, social, and political factors influenced the provision of education in isolated areas of North Queensland (Australia) during 1919-1939. The educational system of that time was characterized by central control of the state that provided education and close supervision of the nongovernment schools. Technological advances in agriculture and two depressions tended to depopulate the north of Queensland as people moved to more urban areas. The Australian Labour Party supported the provision of basic primary education that was vocational in nature, but political parties disagreed on the nature and extent of post-primary schooling. Educational provisions and school buildings did not take into account the local climate and needs of the people. Transportation was difficult for many rural school children. Private schools suffered financial difficulties from 1930-1934 when economic conditions made parents unwilling to pay for education, particularly for daughters. Correspondence school was successful, but students lacked peer interaction. The itinerant teacher system was phased out by 1934 because it was highly inefficient. The advent of motor vehicles reduced isolation for some, and allowed consolidation to proceed. In 1929, cuts in public expenditure led to massive unemployment and migration to cities. After 1934, the growing use of aircraft and developments in radio reduced the isolation of northern Queenslanders. (KS)