China has made significant progress in its education over the past 30 years, particularly in English teaching in rural area due to the improvement of the English teachers overall English level. Despite these encouraging facts, the current conditions of English teaching in Chinas rural areas is not optimistic and still faces challenges (Peoples Daily Online, 2009). Owing to a structural shortage of specialist English teachers, the poor schooling facilities, the Chinese govment provides very limited training approaches, training recourse and funds for the teachers. Taking ECP for example, up to now, there are only about 1500 primary and secondary English teachers having been accepted the oversea training all over the country in the past 10 years. Whats more, the majority of the trainee teachers are from urban China instead of rural areas. Therefore, as to the rural English teachers, it is more difficult to attend thegovment-or-school-sponsored on-the-job training activities. Nevertheless, the rural teachers should know their weaknesses because they are the main part of English teaching force, and spontaneously choose a different path to improve their English level. The following will be discussed is the effective ways to help rural area English teachers to achieve self-development.