The aim of this study was to explore the professional development needs of lecturers at Kenyan universities. Specifically, the study investigated the challenges that lecturers and their learners face while in class. It also explored the professional development needs of the lecturers, preferred modes of delivery of the professional development programs and changes that lecturers need to effect in their practice of teaching in order to improve student learning outcomes. The study was guided by two theories: Andragogy and Situated Cognition. The sample size comprised 15 lecturers from one public university in Kenya. Data was collected using the semi-structured interviews. Data was transcribed and analyzed using thematic coding including, four areas of professional development needs: pedagogy, subject matter, technology and research. The study found that in order to enhance student learning outcomes, lecturers need to adopt a more student-centered approach, embrace seminar way of teaching, use practical approaches, be ICT compliant and create and teach courses which offer learners significant learning experiences. The lecturers prefer both face-to-face and online as modes of delivery for professional development programs.