"This study explored remote area elementary school teachers’ motivation for participating in professional learning communities, the goals and methods of community operation, effectiveness of participation in professional learning communities, and difficulties and coping strategies. This study used the semi-structured interview method to collect data. The following results were obtained: (a) Participation motivations included teachers’ voluntary participation, allocable time, interest in the community themes, cooperation with school programs, opportunity to improve professional dialogue and exchange, improvement of teachers’ professionality, and improvement of class management abilities. (b) The operating goals of communities were mainly assisting teachers to improve pedagogy, improving teachers’ professionality, and helping student learn. (c) The main operation methods of communities included experience sharing via speeches, teacher discussion, hands-on practice, demonstration, lesson preparation, classroom observation, and classroom briefing. (d) The effectiveness of participation in the communities mainly included increasing teachers’ professional growth opportunities, improve professional knowledge and skills, and increasing the opportunities of teachers’ professional dialogue. (e) The primary difficulties encountered during community participation included themes that fail to conform to the interest of each teacher, necessity for the speeches to meet teachers’ needs, and methods to motivate teachers outside research programs to voluntarily participate in the communities. The primary coping strategies includes (1) to keep promotion different topics for the PLC; (2) to maintain teachers’ interest and passionate in participation PLC; (3) to afford professional and practicable speech topics; (4) to expand the exchange opportunity for PLC, and finally, to encourage other teachers to actively participate in communities through teachers’ self-advancement in professionality and changes in students’ learning effectiveness."