The purpose of this study is to assess the current status of in-servicernteacher professional development (ITPD) programs' role and to examinernsome of influencing factors establishing a culture of support, the role ofrncontext, using technologies, the availability of time and finance, properrnplanning processes and designing TAP. These factors were used as arnyard-stick to assess the role of training programs effectiveness inrnproviding teachers' professional learning opportunities (PLOs) inrnGovernment TVET Colleges of Amhara Region. The subjects used forrncollecting relevant data were 28 deans and 253 teachers throughrnquestionnaire. The data collected were analyzed using frequency,rnpercentage, and average and weighted mean values. T-test was used tornexamine the mean value differences between deans and teachers.rnFindings from data analysis showed that the provision of teachers' PLOsrnwere suffered from unsuccessful practices of the determinate dimensionsrnof the aforementioned factors in ITPD program implementationrnprocesses. Of the dimensions, sharing common values and selectingrnstrategic sites were some of the strong practices that contributed to thernmedium level of ITPD program implementation process. A failure tornconsider teachers' participation, stating teachers' responsibility activities;rnlack of autonomy to determine priorities and funding levels and successrnin planning proper ITPD program implementation process were some ofrnthe weak experiences that contributed to a lower level of ITPD programsrneffectiveness. In sum, the study findings revealed that ITPD programrneffectiveness is the result of successful efforts of alleviating the degree ofrninfluencing factors and maximizing effective implementation of ITPDrnprogram processes to facilitate teachers' PLOs. It is recommended thatrnregional TVET Agency in collaboration with GTZ need to providernprofessional work shops to the college deans, program planner andrnteacher trainers where the training topics and contents are essentially tornbe directed in a way that to the determinate dimensions of therninfluencing factors to help advance the professional vision of thernparticipants. The college deans in turn must provide the samernprofessional workshops to teachers and members of the colleges togetherrnwith program planner and teacher trainers