Zone secondary school EFL teachers' perception in practicing CPD activities and its impact on EFL classroom instruction as well as to identify the factors inhibiting EFL teachers in practicing CPD successfully. To study this, a descriptive survey method was used and questionnaire, interview and document analysis were applied as data gathering instruments. In the study 45 EFL teachers of five secondary schools were selected as a representative from the total 145 EFL teachers of eighteen secondary schools of the zone by using cluster sampling technique. Six EFL teachers at various level of experience (high, m'edium or«: beginner) were also considered for the interview through purposive'"sampling technique. Mean score, standard deviation, one ' sample t-test, independent t-test and one way ANOVA were employed to analyze the quantitative data and word description was used to analyze the qualitative data. The results indicated that teachers perceived CPD negatively but there were no significant difference of the teacher's perception regarding with their length of service. They also practiced the two types of CPD (input-based and experienced-based) in a similar fashion. Practicing CPD activities which have had the highest impact towards correcting students misbehavior, teachers self confidence, teachers to learn more, and EFL teachers teaching skills respectively but on pupils learning outcomes and commitment among EFL teachers were the least impacts that teachers gained from CPD activities. Finally, work load, lack of available course, lack of finance, lack of practical application and lack of time were the major factors that challenged EFL teachers in practicing CPD successfully in the school ground. Therefore, in orcf"er to enlarge the perception of teachers towards CPD; Universities, CPD developers and educational leaders should work strongly and corporately.