A professional development that is often mandated is exclusionary, less motivating, and provides teachers with little or no improvement in their professional practice as well as student achievement. This necessitates a fundamental change in policy from prescribing professional development to addressing teachers’ self-identified felt needs. Hitherto, teachers are generally disenfranchised from specifying their felt needs for development, thus they feel uninterested, or enthusiastic to attend professional development programs that are prescribed for them by school leaders. When they do or are compelled to attend, they tend to be less attentive and are often indulged in reading newspapers, grading students’ test papers, texting, playing video games, or simply doing something unrelated to the professional development. This practice stifles teachers’ professional growth and student learning, hence it must not be allowed to continue unabated. Through a qualitative case study research design, using survey, interviews, and focus groups, this research brought to the fore, the debilitating effects of the current practice. Analysis of data yielded four major themes: choice, motivation, effectiveness, and satisfaction. The study proposed a paradigm shift in policy from mandating to granting teachers the autonomy to identify their own real or felt needs for professional development. Implications for practice, leadership, policy, and further research were also discussed.