This study attempted at exploring the practice, challenge and prospects of teacherrnprofessional development (TPO) in the Ethiopian HEls with particular reference to Bahir DarrnUniversity. To this end, concurrent nested mixed methods design was employed. Semirnstructured interview guides were employed to collect data from 14 participants including 5rnteachers, 5 university management, 3 pedagogical skills training trainers and AORCrncoordinator. Moreover, document analysis was used to supplement the data collected viarninterview. Forty (40) out of 124 teachers who attended the training palticipated by filling thernquestionnaire. Both open and close-ended items were included in the questionnaire. The datarncollected through interview, document analysis and open-ended items of the questionnairernwere coded and described based on the themes identified and the basic ' research questions.rnThe data collected through close-ended items of the questionnaire were analyzed by usingrndescriptive and inferential statistics. The qualitative and quantitative data were integrated inrnthe analysis part of the study. In this study, a theoretical model was developed based on thernmodels of Loucks-Horsley et al. (1998) and Guskey (2000). The main elements of the modelrnwere organization and provision of PO and impact of PD. On the organization and provisionrnof PO, UM perception towards the importance of TPO was found to be appreciable but thisrnperceived importance was not reflected on the encouragement and support provided for thernPST. The UM at different levels do not plan for PST and only AORC sets objectives andrnprepares plans for the PST though the plan doesn't consider the current context of thernuni versity . It was found that implementation of the AORC plan and its evaluation is with lotsrnof difficulties as a result of scarcity of resources. On the impact variable, teachers' perceptionrnof the importance of PO was found to be commendable, their attitude towards their role as arnteacher was also found to be positive and there is no significant difference among teachers onrnthis aspect. Teachers reported that the needs of teachers and students were not considered inrnthe PST and the content, process and context variables of the training were not fu lly meetingrntheir needs. The encouragement and support ofUM for teachers involvement in the PST wasrnreported to be below the required level. Teachers were not made accountable for their PSTrnand no evaluations were conducted on the effectiveness of the programme. The effect of PSTrnon teachers' role was reported to be worthy and there is no significant difference amongrnteachers on this feature. Hence, it is recommended that plans for PST ha,ve to be written byrnthe UM; the UM has to support AORC and teachers in their involvement in the PST; policyrnhas to be developed for POPs; teachers' needs have to be considered in PST efforts andrnimportant elements of PO design has to be included; teachers have to be accountable for theirrnown PO and awareness must be created about the importance of PO in the university.