The study was initiated to explore the practices of teachers ' continuous professionalrndevelopment program in Jimma Zone selected general secondary schools. It attempted tornidentify the extent of teachers ' participation in CP D activities, the effects of CP Drnprogram in improving the process of teaching and learning, the roles played byrnstakeholders, and factors affecting the implementation of CPD program. To realize thernpurpose of the study, descriptive urvey research design was employed The study wasrncarried out on eight general secondary schools that were selected using randomrnsampling technique. The study also involved 111 teachers, 16 secondary schoolrnprincipals, eight secondary school supervisors and eight "IlIoreda education officers.rnBased on the analysis, it was found that teachers were engaging moderately in only somernCPD activities; activities such as discussion meetings, induction, mentoring, peerrnobservation, and sharing good experience with in school were practiced;qoCPD programrnhas positil e effects in improving teaching learning process; the stakeholders,rnparticularly, woreda education officers, supervisors and principals have not playedrnsignificant role in effective implementation of CP D program; lack of teachers'rncommitment, lack of teachers' positive altitude towards the CP D program, lack of accessrnto information, lack of support ji-om woreda education, and lack of incentives were thernmajor obstructions of the program. Accordingly, the conclusion drawn is that thernpractice of CP D program in secondary schools under consideration was less thanrnexpectation. Finally, recommendations were proposed emphasizing on the importance ofrnstimulating teachers' interest, creating awareness, creating strong and commilledrnnetwork among stakeholders, and provision oj information technology access so as tornimprove the implementation of teacher' CP D program