Chile is working towards becoming a bilingual country by promoting English as a foreign language in the education system. However, the use of English is mostly restricted to school settings, and knowledge levels among Chilean students remain low. To address this problem, the Chilean government has implemented various educational strategies since 2004, under the initiative Ingl & eacute;s Abre Puertas (PIAP). The program aims to improve English language teaching through initiatives for students and teachers. For students, activities include English spelling bees, debate competitions, and interactions with native English-speaking volunteers. For teachers, PIAP provides professional development opportunities, community workshops, and collaborations with higher education institutions to improve teaching skills and methodologies. An important component of the program is the creation and maintenance of Redes Docentes de Ingl & eacute;s (RDI) or English Language Teacher networks. These play a key role in promoting the professional development of English teachers. Research by scholars such as Wenger (1998) and Wenger and Wenger (2015) shows that collaborative learning networks have multiple advantages. Not only do they improve teachers'knowledge and teaching skills, they also facilitate sharing of experiences and mutual support, which is particularly useful in challenging or isolated learning environments. These networks enable English teachers to collectively reflect on and improve their teaching practices and provide a common space for professional work The Chilean Ministry of Education initially created teaching networks for different school subjects, including the English Teachers Network (RDI). Although most networks disintegrated over time, RDIs persist and grow, prompting researchers to investigate what motivates English teachers to join and stay in these networks. Findings from the Los Lagos Region indicate that teachers value RDIs as a learning community that supports professional development through the sharing of knowledge and experiences. Collaboration and peer learning are seen as key strengths that enable teachers to improve and innovate classroom practices and think critically about their teaching methods and learning objectives. RDIs serve as dual-purpose professional spaces, providing benefits for both experienced and novice teachers. New teachers, who often face significant challenges in their first years of teaching, turn to RDIs for guidance and mentorship, where experienced teachers provide advice and support through collaborative activities. At the same time, new teachers contribute by sharing new methods and perspectives, creating a mutually enriching environment. This two-way mentoring dynamic, where experienced teachers and new teachers learn from each other, is a promising area for further research. Despite these benefits, participation in RDIs faces challenges, particularly related to teachers' limited time, which can restrict their commitment. Suggested improvements to address this include increasing financial resources, offering more language training and practice opportunities, and facilitating teachers' attendance to network meetings. These measures could enhance engagement and commitment within RDIs In conclusion, RDIs have become an effective professional development strategy for English teachers in Chile, offering a collaborative space that enhances teaching quality.