In Chile, the policy for professional development seeks to confer a new basis, strategies and tools to the performance of schools and the teachers' labor. It is related to new concepts and meanings to be applied in different contexts, full of tradition, which not necessarily are the same or open, and if not consider could generate some obstacles for the desire change and which may also interfere with the goal of having real development opportunities. In particular, the development of rural schools and teachers requires ambitious strategies considering the urban-rural opposition and responding appropriately to the difficult dynamics of territory, multiculturalism and linguistics. Through a critical-descriptive analysis this paper reviews the elements shaping the development of a rural school teacher and evaluates the consequences of the application of Professional Communities for Learning from the policy for professional teachers' development.