Being a teacher is an option but educating is a responsibility. Starting from the previous sentence, this study investigates the challenges experienced by two groups of professional teachers who are members of the Subject Teacher Consultative. This research uses qualitative research design with descriptive approach. Data were collected through in-depth interviews, observations, and documentation. The findings indicated that the groups of teachers encounter challenges related to permanent membership, inactive members, unequal new knowledge, and inadequate resources. This study concludes with recommendations and justifications for enhancing the role of these groups by: a strong theoretical framework for designing instructional participation of teachers in professional groups with the goal is the development of strong confidence in their profession as educators.