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Rural schools and communities across the United States are increasingly diverse—linguistically, racially, and culturally. As rural schools experience this diversity, the need for well-prepared educators (teachers, leaders, counselors, and coaches) has continued to grow. This three-year study consisted of a place-conscious educator professional development program aimed to support rural English learners (Els) and their families. Participants engaged in six hybrid graduate level courses with onsite meetings, coaching, and classroom support. Data for this study derived from participating educators’ coursework, focus groups, material archives, observations, and fieldnotes. Data were analyzed following open and axial coding techniques, collapsed into categories, and merged into themes. Data indicated that the collaboration that emerged from the professional development was relational, equal, and synergistic in nature. This collaboration appeared to be pivotal in creating and implementing new supports for ELs and more equitable education for EL students and families.