In Nepal, unlike elsewhere, local studies have almost continually suggested that there has not been adequate reflection of the teacher training output in the real classroom situation. English teachers commonly blame on the unfavourable environment as the main obstacle to the successful classroom application of their knowledge and skills needed for teaching English as a foreign language (EFL) gained from professional development programmes. The pre-training observations of a secondary level EFL teacher's four classes made the basis of a case study for this research. Stemming from the case study, three techniques were used as a process of action research: i) the need-based refresher training (along with other participants) as an intervention ii) the post-training class observations (in a demonstration class), and iii) informal post-class talks. Thus, this study was an attempt to examine through action research germinating from a case study, whether (and to what degree), the output of the Teachers' Professional Development refresher training (TPD refresher) would be transferred to the actual classroom situation. The pre-training and post-training observations were compared and contrasted to reach the conclusion. The results suggest that the output would be reflected to a large degree in the classroom provided that the training is need-based. Thus, it was concluded that if (foreign) (Note 1) language teachers are properly equipped with professional knowledge and skills through need-based training, (foreign) language classes are very likely to be transformed as desired.