The main objectives of this study were to investigate the current trainings and challengesrnof Professional Development in English Language teaching. The methods of datarncollection encompass questionnaire, interview, classroom observation, focused grouprndiscussion and document analysis. Seven lessons in Hossana College of TeacherrnEducation were observed ,eight English teachers and seventy two third year studentsrnfilled the questionnaire ,and eight English teachers and seven third year students of thernobserved sections ,the PD facilitator of the college ,the college academic Vice Dean ,PDrnexpert at REB and P D expert also at MOE were interviewed. Six students from differentrnsections who did not know each other were selected for focused group discussion, andrnfew documents which were found by the researcher were analyzed. Both quantitative andrnqualitative techniques were used to analyze the data.Thefindings of the study showed that the PD program was not trained and implementedrnproperly. Appropriate training and assistance were not given to both English teachersrnand third year students. There were no mentoring ,motivation ,incentives, and effectivernfollow up system for the P D program at different levels .Moreover ,the little budgetrnallocated to the PD implementations were transferred to run other administrative affairsrnand there were no trainings and workshops at allfor PD components like active learning,rnaction research ,continuous assessment and group work management .And the findingsrnrevealed that different strategies were suggested by different informants to alleviate thernchallenges and root causes of challenges of PD. Finally, based on the findingsrnconclusions were drawn, and recommendations were made.