Graduate teachers generally experience an array of emotions and self negotiations about beliefs, values, personal and professional identity and their ability to evidence the Australian Professional Standards for Teachers (APST) at graduate stage when they commence as new classroom teachers. Much has been said about developing pre service teachers' knowledge and sense of rural awareness to meet the expectations of teaching in rural contexts. This small study explored four new graduate teachers' rural experiences during Wider Field Experience (WFE) in an Aboriginal Community School, their Supervised Professional Experience (SPE) in rural schools and everyday classroom teaching experiences they engaged in as classroom teachers. These varied experiences were used to evidence the APST at graduate stage. A participatory action research approach was used because the quality of shared communication and collaboration exchanged was considered beneficial in developing confidence and teacher identity. The graduate teachers engaged in autobiographical reflections because it provided a strong platform for developing shared perspectives and identifying priorities in their new roles as classroom teachers and decision makers. The graduate teachers exchanged APST evidence and sought support for challenging experiences. Differentiation to accommodate students with diverse needs was a particular focus because of each graduate teacher's context and location.