The current study aimed to benefit from the applications of communities of practice in the United States of America and Australia to achieve professional development for teachers in Egypt in line with the nature of Egyptian society. The current study used the comparative approach, which included the following steps: the theoretical framework of communities of practice, the nature of their relationship to professional development for teachers, and presenting the most prominent features of the applications of communities of practice to achieve professional development for teachers in the United States of America and Australia. This was followed by a comparative analysis to show similarities and differences, and highlight the Egyptian efforts made to achieve professional development for teachers in light of communities of practice. The last step included the results and proposed procedures.