A sense of calling is a core attribute in teachers’ professional development. It is crucial to understand how this sense of calling is internalized and cultivated. Through an analysis of the oral histories of teachers who volunteered to work in frontier provinces and ethnic regions during the 1960s and 1970s, it was found that these teachers initially developed a lofty ideal centered on contributing to socialist construction. Over time, this evolved into a professional calling tied to their teaching roles and eventually matured into a broader social calling rooted in local communities and influencing the wider region as they engaged in educational reform. Further analysis highlights that a supportive social environment, characterized by collective improvement, was foundational for the emergence of their sense of calling. Additionally, the social network, led by educational administrative departments, that trusted, nurtured, challenged, and cared for these teachers, played a pivotal role in transforming external expectations into internal convictions. Finally, individual initiative emerged as the key internal driving force that translated the sense of calling from conceptual understanding into practical action.