Professional development is experiencing a vogue in educational arena.rnIt was the main objective of this study to understand teacher educators'rnperceptions and practices of HDP, a professional development program forrnteacher educators, in Adama University. The research participants werernteacher educators of the University that attended the program. As arnqualitative case study research, interView and observation were dominantlyrnused as data collection strategies. Seventeen teacher educators wererninterviewed and nine classroom lessons and other nzne workshop lessonsrnwere observed .rnThe analysis of these interviews and observations enabled me tornconstruct several meanings regarding the program. Participants' zest wasrnreduced by the mandatory nature of the program and their effort of trying tornget the best out of the program was emasculated by several disappointingrnincidents such as the competence of tutors and leaders and the elongatedrnschedule. Besides, some activities that are included in the program are foundrnencouraging dishonesty and there appeared a disparity among participantsrnregarding the value of school placement. In spite of the pitfalls in the process,rnhowever, participants eventually perceived the relevance of most of the facetsrnof the program.rnWith regards to the translation of the facets of HDP into practice, I camernto understand that the program hardly transformed the teaching/learningrnprocess in the University. Generally, it is concluded that HDP, as arnprofessional development program, is bureaucratized, decontextualized and isrnconsidered merely as informative. Hence, I contend that there should be arncritical stance of the program vis-a-vis the teachers' perception and role, therncontext and its influence in the teaching/ learning process