This study aims to explore a professionaldevelopment program for teachers of collaborative teach-ing of English as a foreign language (EFL) in elementaryschools in Taiwan. There have been studies of collabora-tive teaching of EFL by native English-speaking teachers(NESTs) and local English teachers in school systems inthe Asia-Pacific region. Yet very few have explored theissues regarding professional development programs forteaching practice of this kind. The purpose of this study isthreefold: (1) to explore teachers’ perceptions of a pro-fessional development program organized by the author,(2) to determine the dimensions of the program that need tobe improved, and (3) to define necessary elements in apossible professional development model for collaborativeteaching of EFL by NESTs and local teachers. Researchmethods including individual interviews and a question-naire were employed to solicit data. The study reveals thatthe professional development program being studied wasperceived by the teachers as a context where they couldshare experiences and learn from fellow teachers. It alsoindicates that the teachers preferred professional develop-ment programs focusing on teaching skills. It is found,however, that the teachers had different needs for profes-sional development and the modules included in a viableprofessional development program should reflect teachers’concerns accordingly

• An Exploration of Professional Development Programsfor Teachers of Collaborative Teaching of EFL in Taiwan:A Case Study