Continuous professional development (CPD) plays a crucial role in enhancing the knowledge and skills of school leaders (Nooruddin & Bhamani, 2019). However, there is a need to understand the perceptions and practices of CPD among public primary school leaders in Addis Ababa, Ethiopia. Therefore, this study aims to fill that gap by examining the effectiveness of current CPD practices in addressing the professional development needs of school leaders in the city. A mixed design study was conducted, involving a sample of (N=50) school leaders from 20 public primary schools in Addis Ababa. Surveys and interviews were used to gather data on the perceptions and practices of CPD. The sample was selected to represent a diverse range of educational institutions in the city. The study revealed that public primary school leaders in Addis Ababa greatly value CPD as a means to enhance their professional knowledge and skills. They perceive the current CPD practices as highly effective in meeting their specific professional development needs. The availability of diverse CPD opportunities, including workshops, seminars, conferences and specialized training programs, was seen as beneficial in addressing the challenges and demands of their leadership roles. This study contributes to the limited research on CPD practices among school leaders in Addis Ababa. By exploring their perceptions and practices, it provides insights into the effectiveness of CPD programs in addressing their professional development needs. Based on the findings of the study, it is recommended that educational institutions in Addis Ababa continue to support and invest in CPD programs for school leaders.