Abstract: Dual-teacher classroom is the necessary path to promote professional development of rural teachers in compulsory education. However， some rural teachers have fallen into a predicament in their professional development within this field. Accordingly， the research directly interviews with rural teachers who had participated in dual-teacher classrooms， uses the part research path of grounded theory for reference to discover the dilemma’s manifestations. Specifically， it means that under the joint influence of policy implementation and participation impact， the professional development of rural teachers in the dual-teacher classroom field was hindered. In order to improve this situation， rural teachers need to consider four interventions， including performance expectation， role orientation， perception of teaching and learning， and assessment of condition. Regardless of the action strategies adopted by rural teachers， such as striving for excellence， taking things lightly， advancing despite difficulties， or working perfunctorily， they were dissatisfied with the benefits of professional development， and their enthusiasm for development dissipated， their motivation for participation faded. The result was their final state of professional development was unsatisfactory. The three main causes to lead to this dilemma are the misalignment between the descriptive path and normative value orientation of the dual-teacher classroom， the overload and conflict of the multiple roles of rural teachers， and the narrow space for the market logic to play a role in the implementation of the dual-teacher classroom. Breaking out of this dilemma， the fundamental way lies in maintaining the consistency of the dual-teacher classroom’s descriptive path and normative value orientation， and the key lies in providing diversified resource support to reduce role balancing pressure for rural teachers， and the ultimate point lies in improving the centrality of market logic in the dual-teacher classroom.