The study investigated the English as Foreign Language (EFL) teachers' perceptions of their professional development (PD) at the Higher College of Technology (HCT). It aimed at exploring teachers' beliefs of PD, benefits of PD, PD needs of teachers and opinion of teachers of PD practices at the English Language Centre (ELC) at HCT. The study aimed to find out if there were any statistical differences between teachers' perceptions with regard to their qualifications and with regard to their teaching experience. Finally, it identified the most important PD activities as perceived by teachers. The population of the study consisted of EFL teachers in the ELC at the HCT. The sample consisted of 50 teachers who were randomly selected from the centre. The study adopted a quantitative approach and collected data from teachers using a questionnaire as a research instrument. The analysis of the results revealed that teachers perceived PD as significant and important; no statistically significant differences at (α=0.05) in teachers' perceptions with regard to their different academic qualifications were found nor there was any statistically significant difference at (α=0.05) in teachers' perceptions of PD with regard to their years of teaching experience. Teachers perceived workshops as the most important PD activity and so they did perceived teaching support groups, colleagues' discussion of work, collaborative reflection and self-reflection.