This research aimed at investigating university teachers' engagement in CPD activities, perceived importance of different CPD activities, skills to be focused in future training and barriers in professional development of teachers. Comparison of teachers' opinions was also made by gender and discipline. A self-developed questionnaire was administered to 700 conveniently selected teachers that belonged to four faculties. The data were analyzed by applying descriptive statistics including frequency of responses, mean scores and standard deviation, and t-test of independent samples for comparing views of respondents from different groups. The results showed that teachers were moderately engaged in all the fifteen professional development activities included in the questionnaire. Producing research papers, reviewing articles for journals, and developing teaching and learning materials were activities rated highly important by teachers. There was no significant difference in male and female teachers' opinions about their involvement in CPD activities. However as compared to teachers of social sciences, teachers of science disciplines were more involved in CPD activities. The respondents considered communication skills, management skills and research skills important for inclusion in their future training. Time, funding and unavailability of study leaves were major barriers that affected continuous professional development of teachers. It was suggested that professional development of university teachers may be taken as ongoing process. For helping teachers improve their academic and research skills, workshops and seminars must be frequently planned and organized by the universities.