Learning about information and communications technology is seen by policy makers in the European Union as directly relevant to the prosperity and prospects of rural business. This study is based on thirty interviews with farming households and ten other rural businesses. The findings are that: a) Educational needs are identified from the distinctive perspectives of individuals and businesses and relate to specific purposes. b) Valuation of the benefits of education depends on perceived applicability to activity and viability. For the rural business people interviewed, the perceived benefits of learning about ICT appear contextual and rooted in methods which have proved successful. There appears to be little clarity about future benefits, which are weighed against the opportunity cost of current time spent in productive activity, and there is correspondingly little perception of a 'need' or impetus towards formal learning. Individualised learning tailored to specific situations may prove beneficial.