This article reviews the existence of complete rural schools in Chile, as well as some pedagogical and curricular challenges specific to these educational entities, such as implementing a school curriculum based on the urban but in rural teaching contexts. Likewise, it makes visible the generative scope of that curricular implementation, considering the voices of some of the teachers who work in those schools. By means of qualitative-phenomenological research with an exploratory-interpretative connotation, the educational reality of a complete rural school in the province of Capit & aacute;n Prat in the Ays & eacute;n region was studied, where nine teachers served as informants. Through the application of in-depth interviews, from the narrative-generative perspective, pedagogical-personal stories were obtained and processed from their content, following the logic of grounded theory with the support of Atlas.ti 7 software. The results revealed the emergence of some macro categories that discover and condense the investigated phenomenon, highlighting among them the rural teaching professionalism, the pedagogical implementation of the current school curriculum, and the generative implications that guide these school practices in favor of the personal, school, and social development of rural students.