In this study it is aimed to investigate teachers’ views on professional development opportunities provided by the school they work in and in general. The study was carried out together with ten subject specialist–teachers who work in upper level of a primary school in city of Erzurum, Turkey. The study was designed in a qualitative approach and “case study” was used as the research method. Semi-structured interview was used as a means of main data collection tool. Qualitative data were analyzed through the “constant comparative analysis” method. Results of the study indicate that there are limited professional development opportunities offered by the school to teachers. On the other hand, it was contended that teachers can contribute to school improvement in many ways. Results of the study showed that school development and professional development processes are in parallel to each other, and it is reported that impractical in-service education activities, physical inadequacy of schools and inadequate teacher collaboration are hindering factors in promoting teacher professional development. Some practical recommendations in regard to teachers’ professional development were provided at the end of the study.