The purpose of this study is to reform professional teacher development for EFL. This study, which investigated two programs of teacher professional development, was initiated in the 2001-2002 academic year in the United States. The method of data collection involved participant observation, discussion, personal reflection, and a literature review. The article will discuss teacher professional development in several aspects: models, methods, contents, participants, and continuity. In the end, this article suggests a multimodel, teacher-centered, interdisciplinary teachers' professional development. In addition, in term of participants, this study proposes a model that involves both pre-and in-service teachers in one program and that teachers’ professional development should have contiguity.