This proposed study will examine public-sector Qatari English language teachers’ experiences in, and reported use of, professional development (PD). As a national case study in the larger cross-national Learning4Teaching Project, the research argues that understanding teachers’ experiences is central to unraveling systemic issues and improving PD outcomes. By understanding protagonists’ experiences it becomes possible to determine what makes such investments in PD effective. The study adopts a broadly sociocultural, phenomenographic approach, and uses a mixed-methods research design to document English language teachers’ views of how PD shapes their work. The three phase design involves gathering data on teachers’ perceptions of policy and opportunities, and then examining how these factors contribute to reported teacher ‘uptake’. Using surveys, teaching logs, and classroom observations, the study documents what teachers report learning and using from these PD opportunities. The larger cross-national research project, the Learning4Teaching Project, which has been pursuing this research agenda in several countries, will contribute research instruments and analytic procedures.