Rural educators face many barriers when trying to participate in high quality professional development, including isolation, funding issues, distance, and lack of temporary replacements. Technological solutions can assist rural educators in overcoming these barriers. Participating in on-line professional learning communities can provide New Hampshire's rural educators opportunities for professional development that might be otherwise unavailable to them. The purpose of this study is to begin to develop a framework for understanding why rural New Hampshire educators chose not to join newly developed on-line professional learning communities. This research can lead to further investigation regarding the choices New Hampshire's rural educators make with regard to participation in technologically mediated professional development opportunities.