Developing teachers' professionalism is important to developing the internal capacity of schools in rural and remote areas. This study investigated rural mathematics educators' (n = 677) perceptions of professionalism to better understand how to provide more focused and relevant support for mathematics teachers in similar rural and remote contexts. A survey was administered to workshop participants and electronically to teachers across the selected state who did not participate in the workshop. The findings indicate that there are some differences in perception related to continuing to develop as professionals for teachers who choose to participate in professional development workshops; they tended to be more aware and supportive of considering pedagogical changes and learning more mathematical content. Additionally, rural teachers tended to view instructional coaching as a luxury and to consider improvements in pedagogical and content knowledge to be not as essential. Implications for practice, including rural practice, are also addressed.