ABSTRACT: EFL university teachers located in rural contexts do not have the same professional development opportunities than their peers in urban settings. Their particular characteristics require professional development strategies adapted to their specific conditions. This case study explored the effects of a Community of Practice implemented through a Social Networking Site on a group of twenty-five EFL university teachers in a regional context in Colombia. Data collected for this study included in-depth interviews, a focus group encounter, samples of the members´ interactions in the Social Networking Site, and the journal of the researcher. Results from this study suggest that Communities of Practice mediated technologically as a strategy for professional development in regional contexts fosters teachers´ empowerment of their role, encourage reflection on their practice, and promote collaborative work to solve problematic situations and the integration of ICT tools to the classroom practices. However, due to the different levels of participation in the Community of Practice not all members obtained the same benefits.