Teachers' professional development is the primary element of curriculum implementation. Professionally trained teachers use appropriate teaching methods, instructional materials and assessment techniques during teaching. Current study was conducted to explore gaps between intended and enacted national curriculum for physics regarding teachers' professional development for curriculum implementation. Sample of the study consisted of 361 physics teachers working in public sector secondary schools of province of Punjab by applying stratified multistage random sampling technique. Data were collected by administering self-developed questionnaire with 11 items at five-point Likert type rating scale. Reliability of questionnaire was ensured by calculating Cronbach's Alpha scores; 0.846. Collected data were entered in SPSS and mean, percentage, standard deviation and independent sample t-test were applied. Results showed only 34 % teachers were provided with training on curriculum implementation. Results showed no significant difference between urban and rural secondary school teachers' professional development for curriculum implementation; urban secondary schools' teachers were provided same professional development as well as rural teachers for physics curriculum implementation. Study recommends that secondary school teachers may be provided with the training for physics curriculum implementation focusing teaching methods, use of instructional materials, practical work and formative assessment techniques stated in national curriculum document 2006.