Teachers in the recent fast transforming technological era are required to regularly upgrade their knowledge, skills and attitudes to meet the needs of the 21st century learners & learning. This study explores the engagement of the school leaders in continuous professional development (CPD) by using a case study method. An elite school was selected as a sample case considering its recognition of CPD models and its constructive implications on learning. Two school leaders consisting of school headmistress and CPD convenor were selected using a purposive sampling method. The data were collected using an in-depth interview strategy and having a semi structured interview guide that could allow subjective detailed questioning and responses. Also, researchers own observations of CPD programmes provided relevant data for the study. The data analysis revealed that school leaders pursue CPD in a very systemic and process-oriented manner. The process starts from exploring individual teachers' needs to providing them with avenues to upgrade their teaching with timely support and monitoring. This study synthesizes the findings and present essential characteristics of effective professional development. Strategies for policy makers, school leadership, school administrators and teachers to engage in continuous, relevant and contextualized professional development endeavours are discussed.