Abstract: To explore the effect mechanism and gender differences of school climate perception on rural teachers’ professional accomplishment, this study selected 393 rural teachers as research objects, and investigated them using professional accomplishment scale, occupational identity scale, and school climate perception scale. The research found that: school climate perception has a significant positive effect on rural teachers’ professional accomplishment; occupational identity has a significant positive effect on rural teachers’ professional accomplishment; occupational identity partially mediates the effect of school climate perception on rural teachers’ professional accomplishment; gender moderates the direct path of school climate perception on rural teachers’ professional accomplishment, as well as the latter half of the path of occupational identity mediating the relationship between school climate perception and professional accomplishment. To enhance rural teachers’ professional accomplishment, it is necessary to create a supportive atmosphere in schools and promote teachers to become “rural educators”; vigorously improve comprehensive treatment to make rural teachers’ profession decent and dignified; promote the social culture of respecting teachers and emphasizing education, and improve the social status of rural teachers; pay attention to gender differences among teachers and adopt differentiated strategies to optimize their work experience.