ABSTRACT The general purpose of this study was to examine the relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in Injibara City Administration primary schools. This study used a correlation research design, and data was collected from randomly selected 95 primary school teachers in Injibara City Administration primary schools. The collected data is analyzed using a one-sample t-test, Pearson’s correlation coefficient, and one-way ANOVA. The findings revealed that teachers were less ready to change their teaching practices. Furthermore, it was found that teachers’ readiness for change dimensions had a statically significant correlation with teachers’ engagement in continuous professional development at p<.05. Lastly, the findings of this study indicated that teachers’ experience in continuous professional development engagement is a significant predictor of their readiness for change. Therefore, the school leaders, stakeholders, government, and Woreda education office should do tasks that can enhance teachers’ readiness for change.