The main purpose of this study was to assess the practice and challenges of continuous profes-sional development on teachersâ€™ pedagogical skills improvements in secondary schools in Dendi Woreda. The study was designed to understand the present practices of continuous professional development that have been in place in secondary schools, the extent of its implementation and where the challenges are. To achieve this purpose, descriptive survey research design was em-ployed. Mixed approaches were used for data analysis. The sample size of 99 teachers, 11 school leaders,and 1 Woreda education office expert were involved in the study. Teachers were select-ed using simple random sampling technique, while school leaders and experts were include in this study using purposive respectively. The data gathering tools were questionnaire, interview and document analysis. Questionnaire was employed to collect data from school leaders and teachers and interview was used to gather information from woreda expert and Zone education department. Then, the information gathered through closed-ended questionnaire was analyzed using percentage, and mean score. While the information gathered through interview and open-ended questions were narrated qualitatively. The findings of the study indicated that the extent of teachers practices of professional development activities such as mentoring, portfolio develop-ment, facilitating group discussions and peer observations, and evaluating the overall successes of the implementation processes were adequately implemented. But the school leaders (princi-pals, cluster supervisors, professional development facilitators) and woreda experts were provid-ing insufficient support for the teachers. Thus, teachers were not benefited from the school lead-ers. The major challenges identified were, lack of training manuals, irrelevance of the training contents to the need and interest of teachers, lack of trained facilitators, insufficiency of supports provided for teachers growth at all level, insufficient allocation of budget to run school pro-grams were some of the challenges. To overcome the challenges encountered creating teachers awareness in advance with the overall CPD aims and its contribution for teachers pedagogical skills improvements, motivating teachers to willingly take self-initiative and responsibilities in the implementation process, assigning competent and trained facilitators and supervisors, and allocation of sufficient resources are pertinent and vital to effectively achieve the intended goals of continuous professional development program.