Education is a powerful tool for bringing about desirable change in human lives, equipping them for a lifetime and contributing to general well-being and serving as a lasting means for meaningful employment. However, when such opportunities are given with qualified access, they foster inequity. Africa has been described as an epitome of diversity -- especially cultural endowment. Culture is a factor in the African environment that is used to impose limitations and barriers on women. For instance, insisting that the African culture requires women are homestead upon which rest all domestic responsibilities. The cultural barrier of women as homestead reduces women to "housekeeping experts" whose task is to cater for entire family including bearing children and ensuring their upkeep. Encumbered with these responsibilities, study time and job delivery are encroached upon, resulting in devastating consequences. The Teachers Registration Council of Nigeria (TRCN) being the regulatory body saddled with the responsibilities of regulating the teaching profession in Nigeria, determining who are teachers, setting standards that must be attained by teachers, and raising those standards from time to time, has mapped out many strategies towards the achievement of its mandates which includes, regulation and control of teaching in all its aspects and ramification. This implies that TRCN oversees the quality of teachers and teaching at all levels of education and assures quality in taught and learned content. Mandatory Continuous Professional Development is one of such tools the TRCN uses in raising the knowledge of in-service teachers from time to time. The trainings are usually done either by TRCN or at times in partnerships with International Development partners like UNESCO, UNICEF, British Council, Save the Children, and other critical education stakeholders. The MCPD usually occurs through workshops, conferences, seminars and the like. Over the years, these cultural impositions on women have adversely affected their dedication, attention, and commitment to learning. This study focuses on the interplay of gender, culture, and teachers' professional development within the context of Nigeria. It uses the role identity theory as a framework to analyze women's narrative of lived experiences to understand how they construct themselves while learning. Findings drawn from the study will help to raise awareness of the interplay of some African cultural factors on women's performance and suggest strategies of some of these challenges especially as it relates to further interventions, time allotted for training and selection processes. The findings will enrich advocacy tools in advocating for consideration for women when planning trainings in terms of time allotment and delivery of training. [For the full proceedings, see ED665621.]