Ongoing professional development programs are required by teachers in order to become more effective in teaching. Although, in-service courses are offered to enhance the teachers' professional skills but the courses are not relevant to their needs. This may be due to the administrators' assumptions of the teachers' needs rather than what the teachers actually need to be effective in their classes. This study's aim was to identify the perceived professional needs of mathematics teachers. A set of questionnaires of a Modified Mathematics Teacher Inventory of Needs were distributed to school teachers. The items in the questionnaires were divided into six categories, namely materials, new knowledge, methods of teaching, teaching marginal students, computer and calculator use and measurement. Descriptive statistics were employed in this study. Analysis of data revealed that the highest rated perceived needs were related to the remediation of low achieving students. The least preferred perceived needs were related to calculator usage, delivering mathematics instruction in English and selection of new textbooks. Finally, the study indicates that professional development programs should be relevant to teachers' needs and made available when requested. (Contains 4 tables.)