Continuous Professional Development (CPD) is widely acknowledged as a critical component in enhancing teacher professionalism, particularly in English as a Foreign Language (EFL) contexts. However, disparities between policy expectations and actual practices remain evident, especially in regional areas. This study aims to investigate the types of CPD activities undertaken by English teachers in Bulungan, their perceptions toward CPD, and the challenges they encounter. Employing a qualitative descriptive design, data were collected through questionnaires, semi-structured interviews, and documentation involving senior high school English teachers. Descriptive statistics and thematic analysis were used to interpret the data. The findings indicate that teachers predominantly engage in self-development activities (85%), followed by scientific publication (60%), while participation in innovative work remains relatively low (35%). Teachers demonstrated positive perceptions of CPD as a means of enhancing pedagogical competence and professional identity. However, significant barriers such as time constraints, financial limitations, and limited access to training opportunities hinder optimal participation. The study concludes that while CPD contributes positively to teacher development, a more structured and context-sensitive implementation is necessary. These findings offer practical implications for policymakers and educational stakeholders to strengthen CPD frameworks in regional settings.