Students in the second year of their pre-service teacher education program were offered an incentive to undertake practice teaching in remote rural schools in the North-West Riverina CAP cluster. CAP provided travel and accommodation expenses. Approximately one quarter of the cohort volunteered for the practice teaching experience. After the three week practicum, students (N=23) were asked to reflect on their rural teaching and living experiences and to consider such issues as the practicum

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... ngement, the professional development benefits, the experience of rural living, and the value of the CAP incentives to travel and teach in the remote rural communities. All students expressed a preparedness to accept a teaching appointment in remote areas, thus supporting the efficacy of incorporating a period of teaching practice in areas which have been generally difficult to staff.