In this contribution, we will investigate different standpoints and perspectives of actors in a rural community education project in northern Germany in terms of reconstructing professional skills for community educators and educational coordinators. Many rural areas in Germany are facing significant problems that are related to certain demographic developments (BiB 2013). In many communities the number of citizens is decreasing. However, this problem has been recognized by many communities and there is a variety of measures and projects that aim to (re-)improve the local “educational landscapes” by implementing community education approaches that emphasize the necessity of cooperation and networking between local actors and intuitions (Bleckmann & Schmidt 2012). Those are not only genuine educational, but also political, economic, administrative, and cultural actors and institutions. At the first sight, they all seem to have the same interest: to increase the living conditions and the attractiveness of the community. However, if we take a closer look, the range of interests is enormous and some might be even contradictory. We argue that managing these interests is crucial to implement a working basis for community education in the first place. In contrast to many other European countries, especially the UK and Scandinavia, the community education approach (Krüger & Poster 1990; McGivney 1999) is relatively new to the German context and there is very little research on the praxis of community education yet (Buhren 1997). We understand community education not only as a management tool, but as certain understanding of education as a socially organized and democratic process. We will investigate the different perspectives, interests of different actors in relation to each other. These relations are understood as power relations that are restrictive and productive at the same time (Foucault 1972). Whereas some communities implemented professional offices (“Bildungsbueros”) to coordinate community education, many rely on the engagement of (pedagogical) professionals that are already there, like teachers and social workers and local authorities. Since these people are explicitly not in a neutral position, but have to represent their very institution or clients, and are often already congested with work, they are likely to get lost between different demands and interests. The data-basis of this contribution is a ethnographic case study (Stake 2008): the community of Jesteburg. We will use the case study to present the different standpoints and perspectives. To show how they are related to each other, we will use a network analysis-approach (Scott 2013).