This study of leadership and collaboration in rural adult education begins by outlining the conditions that alter education's role in the community. The stability of land ownership, the relationship between hard work and success and the reliability of traditional methodology can no longer be taken for granted. The educational need for rural adults today is not for more innovative programs, but for focused initiative that produces results on the local, state, and national levels. The paper argues that the most effective and lasting educational programs are created when both the service agency and the community actively and purposefully work together. Coordination enhances efforts by all agencies concerned with rural education. Educational leadership is composed of formal or informal community leaders who provide credibility and a sense of community needs. Also necessary are agency leaders who provide the actual coordination. The document suggests various educational organizations as possible candidates for community leadership, with the community college discussed as a possible educational coordinator. Linkages among other local agencies are also suggested as a way to secure additional resources, strength, and creativity. The problems of making such linkages are discussed, as is the possibility of regional and statewide links. A pragmatic educational methodology is called for in place of osmotic learning to ensure accessibility to all learning. He says that, while state and national government should create clear and simple means for supporting adult education, impetus, planning, and execution must begin on the local level. Charts and a list of references are included. (TES)