This paper addresses the role of distance education as a means for increasing curricular offerings of small and rural secondary schools. Treating distance education as a "technology" risks repeating the same cycle of false hopes and expectations that has historically accompanied the introduction of technology into education. Instead, efforts should focus on identifying effective educational practices specifically for distance education programs. During 1987-89, two projects were implemented by the Alberta Department of Education (Canada) to examine different approaches to distance education in secondary schools. The Distance Learning in Small Schools (DLSS) Project allowed students in a consortium of 28 small high schools to take courses not available in their schools. Each school was equipped with a fax machine and teleconferencing equipment. Assignments were faxed to teachers and results were faxed back. If students could not get help locally with a problem, they were free to phone or fax teachers. The Distance Learning Project North (DLPN) used a multi-class approach and computers to teach high school mathematic courses. Program evaluation identified distance education management issues related to teachers, support staff, facilities, equipment, finances, and program administration. Educational practices relevant to distance education that need further study include independent study, distributed classrooms, student support, and student motivation. (LP)