Teacher Professional development is considered as an important vehicle to improve teacher competencies, particularly given the changing dynamics and development in education. There are many previous studies that have explored the relevance and the importance of teacher professional developments in various educational contexts, however research in Bhutan, in this field is extremely rare. The purpose of this study was to explore teacher perceptions about the professional development in relation to Teacher Human Resource Policy (2014) in four schools of Thimphu district. Using the objective sampling technique, a total of 23 participants comprising of 12 male and 11 female teachers were recruited for the study. Within the qualitative research framework, the data obtained was analyzed using thematic and descriptive analysis. The study generated rich in-depth information from the respondents on the current PD programs, challenges and expectations. Findings from the study suggest that School Based In-service Program (SBIP) is widely used as a form of teacher professional development in Thimphu district schools. Based on the results of the study the number, accessibility and quality of the in-service trainings should be enhanced. The study also concludes that the school based professional development program seemed ineffective to impart continuous learning platform for Bhutanese teachers.