The present study aimed to examine the effects of the Virtual Professional Development (VPD) program on teachers' acquisition of the required skills to design Learning Objects (LOs), and their attitudes towards VPD. A quasiexperimental design was adapted to achieve the current research's objectives. The sample consisted of a one experimental group of teachers (n= 80) who were selected randomly from different subjects areas and with different levels of experiences. The professional development program was delivered virtually using Microsoft® Teams and the Scratch® virtual classroom. It consisted of 10 hours of synchronized visual sessions for five days. The design of the VPD program was based on the findings of the preliminary study and is guided by the five steps ADDIE model. The instruments, which included a designing skills' checklist, project scoring rubric and attitude scale, were validated and used to collect the required data. The overall score of Cronbach alpha value of the designing skills' checklist was (0.92), project scoring rubric was (0.97) and for the attitude scale it was (0.91) which are indicative of a high internal reliability. The findings of the study found that the teachers' experiences with Scratch® programming VPD influenced their skills in designing learning objects positively. It was found that there is a positive large effect size (Cohen's d = 0.81) of the Scratch® programming VPD on teachers' skills of designing learning objects. This was indicated through the design skills' checklist and the positive large effect size (Cohen's d = 0.57) which was showed by the project scoring rubric. In addition, it was found that the teachers' attitudes towards VPD were affected positively after the experiment. In the light of the research findings, implications and recommendations for future research were outlined