Professional development for tertiary teachers in Pakistan is problematic. In most cases, it does not exist; and if it does, it is very brief, sporadic and traditional, and is conveyed off-site through top-down teacher training strategies. The Pakistani tertiary education sector is predominantly public in nature and consists of two main wings: the university/degree-awarding institutes and the affiliated degree colleges. Pakistani degree colleges, despite being the main tertiary education providers, do not have any professional development to support their teachers. What raises further concern is the fact that no research or scholarship is available on Pakistani tertiary teachers' experiences and perceptions about their professional development, nor have any efforts been made to date in this regard. The author has designed this study to explore how professional development opportunities for tertiary teachers are currently experienced in Pakistan and what changes, if any, should be made to improve them. The analysis of the different strands of the participants' responses brought to the surface five themes. These include: (1) unhappiness; (2) school-based provision; (3) social learnings as the pedagogy; (4) personalized generic teaching skill formation; and (5) evaluation. The author has woven the emergent themes of the research together to generate a model of effective professional development for tertiary teachers in Pakistan. The author concludes that tertiary teachers are "at-risk" practitioners in Pakistan and they have a pressing need for a new beginning. (Contains 1 figure.)