This study examined the educational practices of eight secondary schools in Victoria, Australia, that contributed to improved student retention rates and achievement levels. Schools were selected based on identification of graduates of La Trobe University who had completed their studies in a minimum amount of time. Interviews were conducted with staff and students in Years 9, 11, 12 at the eight schools, and with community members. Findings indicate the following important factors in student retention: (1) parental and community support, including extensive community participation in school activities; (2) effective career and distance education programs; (3) individualized career and subject counseling for students; (4) study-skills support for students; (5) programs addressing gender stereotypical attitudes and postschool goals of students; (6) smaller class sizes with intense individualized support by teachers; and (7) effective work experience programs in which students had placements outside their community. In addition, the study identified barriers to student retention: economic hardships of rural communities; restrictions on resources and subject provision; community attitudes toward postschool options for students; and lack of positive role models for girls and Aboriginal students. This paper also reports on girls' perceptions concerning their schooling and the relationship of these perceptions to subject choice and career options; and factors affecting postschool options, such as parental and community expectations, geographic isolation, and the role of the school in subject and career advice. Recommendations are offered for improving the retention and academic achievement of rural secondary students. (LP)