Abstract: Meeting the real needs of rural teachers, promoting their effective professional learning and achieving educational equity are all common challenges that face countries around the world. In Australia, which is a developed country, the STEM achievement gap between urban and rural students is widening, which has aroused the concern of the entire society and the government. To address the issue of rural teachers' development, the Australian government has built a partnership with multi-subjects, breaking down traditional teacher training barriers. The rural STEM teachers' learning transfer mechanism, the meaning negotiation mechanism between different organizations and the cross-boundary mechanism in the practice of STEM school-industry partnerships in Australia are analyzed to provide reference for the rural teachers' professional development in China.