Teaching of English in Saudi Arabia is a necessitous concern in education. The administration, planners, syllabus designers, textbook writers, teachers, and government have been trying to advance the teaching/learning of English in the country. The teachers are capable, experienced and the infrastructural facilities including e-information processing facilities are available for the use of pedagogic requirements. However, the results are not consistently satisfactory. In this case, the researchers tend to shift their focus on the growth of English teachers. It is felt that the target teachers should diagnose the challenges of learning English, and accordingly evolve instructional strategies for better output. Professional development is perceived as a method to sustain and improve the quality of teachers. The acquired information does not only bring about improvement in the teaching process, but also leads to career development. This article discusses Inferences drawn from Professional Development programs held in English Language Department of Imam Abdulrahman Bin Faisal University in concurrence with a survey of the relevant theoretical and comparative literature. The emphasis here is on the various methods of development- teachers can use to advance themselves persistently. Similarly, we have a lot of content in the framework of language teacher requirements for classroom practices. Although language teachers continually develop new theories and practices, it is not unusual for them to encounter difficulties in their professional development. These difficulties and their effects can be addressed and subsequently mitigated by school administrators and teachers in College.