This article investigates how professional development courses for university teachers are viewed by different stakeholders, specifically students, university teachers, central university management, and the government. The particular focus of the investigation is on the relationship of theory and practice, disciplinary content, and forms of pedagogical knowledge. The results, based on interviews and documents, show that university teachers tend to ask for more practical, hands-on knowledge, whereas the government focuses on the theoretical content of pedagogical courses. Stakeholders were vague in their views about the content of pedagogical courses, indicating that professional development fails to be regarded as a strategic matter.