Studies on teacher professional development have been extensively conducted. However, not all of them represented the voices of local EFL teachers in various regions in Indonesia where top-down TPD approach is still prevalent. Thus, this study aimed to delve deep into in-service EFL teachers’ perceived impacts of undergoing various TPD programs along with the constraints that they experienced. A questionnaire and semi-structured interview were utilized as the instruments to collect the data. The researchers purposefully chose twenty five EFL teachers from various Junior High Schools in Cirebon, West Java as the participants of the research. The findings suggested that by undertaking various TPDs, the participants perceived improvement in their attitudes, self-efficacy, beliefs, classroom practice and instructional skills, teacher knowledge and skills, and reflective competence. Nonetheless, some constraints were still found during the process. Those are related to limited choices of TPD programs, excessive workload as a teacher, limited access and information about the programs, ineffective program duration, mismatched schedule, and the mismatch between teachers’ needs and what the program offered. Finally, suggestions for future research concern with exploring the alignment between teachers’ perceived impacts of TPD and their classroom practices.