Abstract: To reflect on the reality of rural teachers’professional development, multidimensional justice has important practical significance. Based on the multidimensional justice perspective, the realization of rural teachers’professional development should include the triple justice implications of distribution, relationship and competence. The main injustice manifestations in the professional development of rural teachers are the lack of resources in the professional development of rural teachers under the perspective of distributive justice, the experience of many “Unjust faces”in the professional development of rural teachers under the perspective of relational justice, and the loss of dignity due to the limitation of viable capacity development under the perspective of competence justice. In this regard, we propose a “trinity”path for rural teachers’professional development, which follows the principle of distributive justice and insists on high-quality and balanced allocation of teacher development resources; strengthens humanistic support from relational justice and respects the professional development thinking of autonomous rights; and emphasizes the human “dignity”required for viable capacity development in competency justice. In this way, the professional development dilemma of rural teachers can be solved in multiple dimensions, and teachers can achieve professional growth.