The educational system of Cyprus has been criticised for lacking explicit connections between teacher capabilities, curriculum and national priorities, and the needs of teachers and schools. This paper aims to present the findings of a research study diagnosing teachers’ in-service training needs in the particular educational system. The surge for examination of this issue results from the need of the educational system to respond to the challenges of the European educational area, as well as to a recently announced government initiative for educational reform.  Data was collected through mail questionnaires distributed to a random stratified sample of pre-primary, primary, secondary and vocational schools across the country, during the period March-April 2005.  Issues examined include administrative concerns such as decentralization of training and identification of providers, accountability measures such as legislative frameworks, quality assurance standards, training thematic priorities, as well as forms and outcomes of continuing professional development.  Emerging recommendations reflect the adoption of particular thematic orientations, the development of alternative forms of in-service training, the establishment of links with school improvement, the shift of organizational models from the central to the local level and the enhancement of teacher involvement in in-service training activities. The study points to the need for the reorganization of existing practices and the reformulation of national policies within the framework of a holistic, long-term approach to continuing teacher professional development.