This article aims to review the historical development of continuing professional development programmes (CPDPs) for teachers, as well as the policies and objectives of such programmes in the Kingdom of Saudi Arabia (KSA) from the inception of these programmes until now. Styles of CPDPs that the Education Training Centres (ETCs) offer are discussed. Moreover, we explore CPDPs in the KSA in terms of their design, implementation, and evaluation. Finally, the article presents various suggestions and recommendations that might contribute to solving and controlling the problems and obstacles that confront such programmes.