This article provides an overview of what is considered best practice in professional development in English language teaching by researchers and professional bodies. It then presents a research project investigating how satisfied English language teachers are with their own PD. The qualitative study involved a background survey of 92 teachers and 10 semi-structured interviews. The focus is on the teachers' satisfaction with their current programs and desired future programs. The findings along with research are combined to make recommendations about how centres can allow teachers to have more input into every stage of professional development programming and become more autonomous and reflective as teachers and learners.