Abstract: In November 2003 the Northern Territory Government released its Workforce Employment and Training Strategy (NT Government 2003a) for 2003 to 2005. One of the key features of this strategy, otherwise known as the Jobs Plan related to improving opportunities for Indigenous employment. The strategy noted that 60% of indigenous people live in settlements that have less than 1000 people and that the range of opportunities for employment are less than for other Territorians. It also noted that there were opportunities for employment in remote communities particularly in areas of tourism, mining, construction and horticulture. The action plan relating to this strategy highlights the important role of the Northern Territory Department of Employment, Education and Training (DEET) and the Northern Territory Department of Community Development, Sport and Cultural Affairs (DCDSCA) in achieving a range of education and employment related outcomes. Given that education and training do have a positive impact on social well-being (ABS 2001; OECD 2001) it is worth considering whether the benefits apply to remote communities as they do more generally. The purpose of this paper therefore is to determine the relationships between vocational qualifications and indicators of community well-being1 in remote, mainly Indigenous communities of the Northern Territory. By determining the correlation co-efficient between the proportion of the adult population with certificate qualifications and the proportion of the population with other characteristics it may be possible to determine the extent to which in increase in one variable is related to an increase or decrease in another. The basis of the analysis presented is Australian Bureau of Statistics (ABS) 2001 Census data (ABS 2002) for remote Urban Centres and Localities (UC/Ls) where at least half the population is made up of Indigenous people. The analysis attempts to provide a statistical basis for an assessment of interrelated factors that work alongside vocational education and training (VET) outcomes—in terms of certificate qualifications held by individuals— in the context of capacity building in mainly Indigenous communities of the Northern Territory. The paper does not attempt to identify ‘problem’ locations or try to restate the inequities between Indigenous and non-Indigenous Territorians in terms of education or employment. These are well documented in literature (ATSIC 1999; HREOC 2000; NTDE 1999; SCRGSP 2003). Nor does the analysis propose solutions to problems. It may however provide a basis for informed decision making about possible strategic directions of projects aimed at improving employment outcomes for Indigenous Territorians. It may also point to implications that may be considered in further research.