Aimed at understanding what makes Professional Development (PD) effective and valued for teachers, this research examines the perceptions of key stakeholders in rural Pakistan. A qualitative case study approach was used to draw on the experiences of the key stakeholders including providers of PD, officials of education department, school principals and teachers. Focus group interviews were used as the major research tool to generate data. The research findings revealed that stakeholders value a PD program that is relevant to teachers’ immediate needs, focuses on both content and pedagogy, involves active learning experiences, extends over a long period and includes follow-up support. It is found that the majority of the PD programs on offer for teachers lacked most of these features. Based on these findings, the research argues that the existing PD programs offered for teachers in rural Pakistan are externally driven and less informed by the views, needs and experiences of stakeholders. The research also highlights that context is a significant influential factor in determining features of PD for a particular region.