The purpose of this study was to assess the status of Teacher Development Programrnimplementation in Oromia CTEs. The study drew upon both quantitative and qualitativernmethodologies. Data was collected through self administered questionnaires, interviews andrnFocus Group Discussions. In addition, observation and document reviews were also made partrnof the process. Qualitative data was analyzed after it was organized through coding andrncategorization. Frequencies, percentages and mean scores were used to summarizerndemographic variables of respondentsâ€™ and describe variables used to measure respondentsâ€™rnopinions on the status of the various subcomponents of TDP implementation. Chi-square wasrnused to determine if there are significant differences among the three groups of respondentsrnby institution in the frequencies of categories with regard to teacher educatorsâ€™ knowledge onrnTDP and status of CPD portfolio. One way ANOVA was used to compare the means ofrndifferent dependent variables between the three groups of respondents on different opinionrnquestions when deemed necessary. It was found that there is significant contribution of TDPrnto improve the quality of education and positive development with respect to opportunitiesrncreated to enhance teachersâ€™ professional development. Professional development activitiesrnwere consistent with the intention of the Education and Training Policy. However, the studyrnindicated low level of commitment among teacher educators and low management support,rnand weak monitoring and evaluation system. It is recommended that greater focus be given tornimprove the situation as reform programs require strong follow up, commitment and strongrnmanagement