Abstract: The purpose of this research was to investigate the professional development situation, professional development needs, participation in professional development activities and efforts for language improvement of English language teachers of Sargodha region teaching at graduate level. The study also aimed to identify the role of institutions and provision of resources for professional development of teachers. The data was collected from 57 English teachers through questionnaire and interviews. The results revealed that teachers perceive themselves to be highly competent in their subject, motivated and communicatively competent in most of the investigated areas but they need training in all areas. So there is a need to evaluate all the teachers and initiate their training sessions in their weak areas. The high perceived need was detected in the area of development of communication skills among their students, who most of the times are passive and hesitant speakers especially when large in number. The teachers are also needed to be trained to develop cooperation among colleagues and curriculum designers for professional progress. They are also needed to increase their everyday efforts for language improvement. They should be motivated to take responsibility of their own learning process. It was found that less or almost no institutional assistance is provided to the teachers. There are no pre-service or in-service courses except some short programmes. So it is recommended that proper courses should be organized by the authorities for professional development of teachers as teachers have high perceived needs for in-service courses and availability of resources and multimedia at their institutions.