The rapid advancement of the school education system in Nepal underscores the importance of technology-driven professional development (PD) for English teachers transitioning to digital teaching methods. This study delves into English teachers' views on technology-based PD to evaluate its effectiveness, challenges, and advantages. Using a qualitative research approach, semi-structured interviews were conducted via Zoom to collect data. The study examines key aspects such as access to digital resources, the impact of technology on teaching approaches, and the enhancement of instructional skills. Key findings emphasize the significance of institutional support, the relevance of PD content, and teachers' prior tech experience in shaping their perceptions of technology-driven PD. These insights provide valuable guidance for policymakers and education stakeholders aiming to improve PD practices for English teachers.