The study which explored teachers' perception of and disposition to continuous professional development programme in Osun State, Nigeria employed explanatory sequential mixed-methods design. All teachers serving in public secondary schools in Osun West Senatorial District during 2023/2024 academic session constituted the target population of the study. Purposive sampling technique was employed to select three-hundred respondents for questionnaire and five for interview. Descriptive statistical tools and content analysis were used for data analyses. The empirical results indicated that teachers positively view the Continuous Professional Development Programme, believing it aids their professional development, increases knowledge of teaching-learning, raises awareness of student cognitive, social, and emotional learning differences, and connects students' experiences with English language content. The empirical results shows that teachers in Osun State, Nigeria, are enthusiastic about the Continuous Professional Development Programme, which utilizes technology to enhance their teaching skills, foster cooperative learning, integrate various teaching approaches, and create relevant teaching aids. The study revealed that teachers have positive perception of and disposition to continuing professional development programme. The study recommended that teacher professional development should be made available to all teachers; government should also ensure that teachers are financially motivated whenever they are booked for continuing education among others.