To foster effective teaching and quality education, professional development (PD) is imperative. This paper explores the perspectives of junior secondary mathematics teachers in two Queensland schools as part of a broader case study that investigated the perspectives of junior secondary mathematics teachers on the transition of Year 7 to secondary schooling in Queensland. The study explored existing PD practices and sought to identify perspectives of how PD can be better utilised to improve teacher quality. The theoretical lens of teacher identity was adopted, and the key findings indicated a lack of existing PD practices; the need for further PD; and a process for implementing mathematically focused PD in the future.