In this qualitative case study, the in-service training (INSET) program, which was implemented for the first time at a state university in Turkey was investigated in order to find out the components of the program, and the views of instructors regarding the reasons for the emergence of INSET, the roles of the instructors in this process and the results of the program. The place where this study was conducted is named as Woodland due to the ethical considerations. Fourteen instructors working at Woodland participated in this study. The data was collected by means of documents, both focus group and individual semi-structured interviews and observation notes. Based on the results, teacher-talk and self-reflection, peer-coaching, peer-evaluation, research presentations, seminars, teacher network and student evaluation were obtained as the components of the program. Moreover, for the views of the instructors, needs for improvement, eagerness to participate, supportive participation, learning-based components and mutual understanding have emerged as the categories. It is predicted that the components that emerged as a result of this study may not only serve as a guide for in-service training practices in English as a foreign language (EFL) institutions, but also support different experiences and efforts in this regard.