Despite the growing emphasis on professional learning/development, a significant gap exists in the design and implementation of current professional learning/development programs, often failing to integrate the voices of teachers regarding their learning needs and interests. Our study, conducted across primary and secondary schools in the Greater Adelaide region, reveals that these programs dictated by school improvement plans, often sideline teachers' perspectives. This paper presents practising teachers' perspectives on their learning needs. It also examines the perceived barriers to addressing these needs, incorporating insights from teachers and school leaders utilising a qualitative approach through in-depth interviews. While aligning with recent literature, our study's findings uncover complexities in the educational system that influence meeting teachers' learning needs, using a unique theoretical framework to interpret the data.