Continuing professional development (CPD) is widely regarded as extremely important in a university's life, contributing to both professional and personal development and improving teaching and learning. This study looks at the CPD availed by the teacher education faculty, their motives for doing so, and the challenges they have faced in CPD programmes. The researchers designed a questionnaire survey following the New NBC 461 CCE Guidelines for the 222-teacher education faculty. The questionnaire included the following sections: the CPD pursued, their reasons for obtaining the CPD programmes, and the challenges encountered. The modified NBC 461 CCE Guidelines provided the basis for the point system. This study employed a mixed method. The study findings are as follows: engagement among teacher education faculty members is still low; though there may be law mandates for all professionals to avail themselves of CPD units, the faculty remained unresponsive in their CPD engagement; more participation is expected from teacher education faculty members with higher academic ranks; teacher education faculty members believe that CPD will help improve their academic status, knowledge, and financial stability; and finally, personal issues hamper the CPD of a faculty. The study calls for the participation of the faculty in the planning, implementation, and evaluation of the CPD programmes.