This basic interpretive qualitative study utilized the case study approach to examine the experiences of eight elementary school librarians participating in communities of practice in rural settings. Data was collected through a brief demographic profile, interviews, and observations. Several main themes and three subthemes were identified through an analysis of the interview and observation data. The major themes included communities of practice in rural settings, Regional Educational Service Area (RESA) as an organizational community of practice, use of communities of practice for professional development, overcoming isolation, and initiating a local community of practice. Subthemes included mentoring, technology, and collaboration. The data analysis indicated RESA serves as a primary source of networking and professional development for rural school librarians. Professional development was delivered primarily through the district RESA organization followed by redelivery of the professional development by attendees at the RESA training meetings. Local communities of practice reflected a very loosely organized, need to know now type of structure relying on the knowledge base of individual school librarians to provide assistance as needed. Mentoring was offered as a result of a personal response to a need. References to technology mainly related to administrative responsibilities such as the implementation of new library automation systems. Comments about collaboration were focused on collaboration and assistance given to school librarians peers rather than between teachers and school librarians. Additional research is needed to investigate the impact communities of practice have on the daily practice of school librarians using a larger sample size as well as isolation within the practice of school librarians.