All the identity behaviors of rural teachers are derived from and manifested in the details of daily life with many differences and variations. The daily life of rural teachers provides a new perspective for understanding rural schools and rural education. Rural teachers’ identity quest and acquisition is a repetitive practice, which is a rational choice based on the labor market and supplementary policies. The acquisition and consumption of daily life materials reflects the basic living conditions of rural teachers, which directly affects rural teachers’ re-appreciation of their identity. The closed environment and the special nature of rural school management makes it easy for teachers and students to form a natural community. Professional growth opportunities are often mixed with daily life opportunities and presented themselves as a part of daily life. It is in their daily lives that rural teachers constantly understand the deep structure and cultural symbols of rural society and rural education. At the same time, it is in this process of cognition, interaction and practice that teachers’ creativity and sense of value presented by their initiative shape their identity.