This article reports on a needs assessment study which investigated Greek Cypriot teachers' in-service training needs in the context of local demands for educational reform and the drive to reformulate teachers' professional development. Data presented in the article were collected through open-ended questionnaires in addition to individual and focus-group interviews. The data reflect teachers' dissatisfaction with the existing in-service training scheme. Emerging suggestions focus, amongst others, on connecting themes to pedagogical needs and school realities, establishing practicality and active learning, investigating training impact, setting structural frameworks, searching for multiple providers, maximising participation, and addressing time issues. Teachers' concerns reflect a transition from traditional training activities towards reform and lifelong learning policies. To accommodate these two trends, directions for further reflection and administrative action are discussed. (Contains 1 note and 1 table.)