Short in-service teacher development (INSET) programmes have been globally used as a form of teacher development, but their impact has been under question. This study sought to examine teacher participants' perceptions of short INSET programmes to come up with better solutions to enhancing their effect on teachers' professional learning. A questionnaire survey was employed to investigate a cohort of 120 senior-school English as a foreign language teachers' perspectives about their short programme experience. A high level of motivation for professional development was evident; however, in contrast with the high motivation, the level of endorsement for the programme was rather low. The underlying reason for the low satisfaction level was found to be the course features resulting from the one-shot and one-size-fits-all mentality of programme providers, rather than the nature of the short programme itself. The study suggests to various parties, such as INSET providers, teacher trainers, researchers and policy-makers, the need for a long-term view about teacher development initiatives to engender longer-term fundamental effect on INSET participants.