Educators in rural settings experience many unique professional circumstances due to the rural context of their schools; one such unique circumstance is professional development opportunities that are unavailable locally. Rural reading specialists have limited opportunities for local professional development as well as limited opportunities for collaboration with other reading specialists. This qualitative case study explored the characteristics of effective professional development for rural reading specialists. Reading specialists located in rural, Eastern Montana were surveyed about their professional development opportunities. From the survey results, focus group participants were identified to further elaborate on professional development considerations and opportunities for rural reading specialists. A key finding was rural reading specialists relied on the More Knowledgeable Other.