Needs-identification studies should be systematically conducted to bring clarity to the decisions about the expectations from particular in-service training schemes. This article aims to present the results of a research study diagnosing teachers' in-service training needs in Cyprus. For the purposes of the study, questionnaires were distributed to a random stratified sample of schools state-wide. Findings outline teachers' preferences on aspects of professional development, such as content, teacher participation, efficiency and organization. Despite the resulting diversity of collected views, emerging recommendations focus on the adoption of preferred thematic orientations, the development of alternative forms of in-service training, the establishment of links with school improvement, the shift of organizational models from the central to the local level and the enhancement of teacher involvement in in-service training activities. These findings can prove significant in shaping professional development policies within the framework of a recently announced initiative for educational reform in Cyprus. (Contains 7 tables, 2 figures and 1 note.)