This study aimed to develop the professional development programs for teachers in the Sultanate of Oman by drawing on the experience of Singapore. To achieve the objectives of the current study, the comparative approach was implemented. It started by describing the reality of professional development programs for teachers in Singapore and Oman. It presented the similarities and differences between the two experiences. The study concluded by proposing some procedures to develop the professional development programs for teachers in the Sultanate of Oman. The study revealed the following: - There are no specific practical structures or frameworks that regulate the participation of all teachers annually in the professional development programs in the Sultanate of Oman. - Lack of methods of professional development that focus on collective participation and reflective practice. - There is no correlation between the evaluation of professional development programs with the evaluation of teachers and the learners' achievements. The study concluded with several proposed procedures; adopting annual professional development hours for each teacher included in the teacher's performance report, adopting participatory planning among the professional development institutions in providing various professional development opportunities for the teachers, linking the planning of professional development programs with a clear career path for each teacher, The teacher should participate in the planning of his/her training needs, standardize professional development in schools to be professional learning communities, add an item in the supervisory visit form to check the impact of professional development programs on teacher's effectiveness.