The purpose of this study was to examine faculty members’ conceptions and practices regarding teachers’ professional development and its implications for improving teaching at the University of Gondar, Ethiopia. To achieve this objective, a qualitative research approach utilizing a descriptive case study design was employed. Data were collected from teachers, department heads, the education quality assurance office coordinator, the dean, and the higher diploma leader through semi-structured interviews, observations, and focus group discussions. Analysis was conducted using interpretative explanations and narrative descriptions. The findings indicated that though the majority of participants have positive conceptions and achieved the intended skills and knowledge, only a minority of participants have put what they learned into practice in their actual teaching. It was also found that the practice of mentoring and academic dialogue among teachers was low. It is thus suggested that teachers are advised to develop a sense of ownership for their professional development and work collaboratively. In this regard, it is recommended that the education ministry should take responsibility to mitigate this problem by designing mechanisms to raise the value of professional development and initiate teachers for using the different opportunities to develop their lifelong learning and professional competence. This study was conducted at one university using qualitative approach. Hence, it is suggested that other researchers conduct a detailed and comprehensive study in larger areas.