Pakistan, like many other countries of the world, has continually been criticized for its unproductive professional development (PD) policies and practices for teachers due to low student achievement in science disciplines. A good portion of science teachers (62%) in Pakistan was found to be uncomfortable in teaching the scientific concepts (National Education Assessment System [NEAS], 2014) and PD programs are failing to address this issue. There is a need to reconstruct the operationalized knowledge of PD for Pakistan to expand the ways of knowledge creation, examination, authentication, and distribution. This also implies the need to review the current western literature on PD designs and practices to explore the ways of addressing the issues of Pakistani PD programs. With this purpose in mind, the current study set out to search the comparative understanding of science teachers' PD learning and experiences in Pakistan. The study was carried out to review the literature on science teachers' PD learning and experiences in the Western context (The US and European countries) while comparing it with the situation of Pakistani science teachers' PD practices. This seeks to address the critical questions of how to increase the effectiveness in Pakistani PD practices.