Chapter 10 discusses the educational and career choices of rural young people in the context of Norway and from a gender perspective. Whereas rural young men’s choices of vocational programmes in secondary education are relatively well theorised and understood as being linked to the identification with locally available masculine professions, young rural women have primarily been studied as leavers of rural communities. This chapter contributes by exploring the temporal changes in young women’s relationship to their rural community as a transition from imaginaries of youth to imaginaries of adulthood that may be intertwined with the development of settledness. Settledness refers to a state where it is possible to envisage being in the current location both in the near and more distant future and that comprises elements of resonance (Rosa, 2019) and imaginaries of adulthood. The analysis draws on longitudinal cases of three young women from a rural location in the Inequality in Youth study. The chapter shows how the young women develop settledness through establishing themselves in more fulfilling peer relationships and through acquiring a taste of adult life through income, car ownership, and romantic partners who have entered work life. In sum then, settledness requires both experiences of connection to the current location through mutual relationships as well as possibilities of a desirable adult life realisable within this setting. Settledness is not a state particular to the rural, but must resonate with rural imaginaries of adulthood to be achieved in a rural context.