This qualitative case study aims to explore English as a Foreign Language (EFL) teachers' reflections of a teacher-led professional development (CPD) model conducted at the department of foreign languages of a foundation university in Turkey. It also aims to find out what implications this model might have for the professional development of teachers. The entire population of 35 EFL teachers took part in the study. Data were collected through observations, focus group interviews, document analysis and an evaluation survey. All the qualitative data were interpreted and coded through content analysis. Results of the study revealed that teachers reflected mostly on the process of the model, its implications for their professional development and their suggestions for future CPD practices.