Based on different geosocial contexts - rural and centre -- the current study was aimed at exploring the experiences of teachers who performed internal migration to a rural region, focusing on their considerations regarding the migration process, and the challenges they confronted. Using the phenomenological qualitative approach, eighteen teachers were interviewed. The thematic analysis process elicited that teachers were motivated to perform internal migration by desired and forced consideration, alongside viewing the teaching profession as an anchor. The main challenges were adjusting to a small place, building social networks, high investments in the students, and logistics of after-school activities.