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This article examines the major barriers to effective professional development for English as Foreign Language (EFL) teachers, with a particular focus on the context of Oman. Despite the critical role of continuous professional development (CPD) in improving teaching practices and student outcomes, there are numerous challenges that hider its successful implementation. This study recognizes six major barriers for successful continuous professional programs. The article provides a detailed analysis of each of these barriers through a review of existing literature, including works by Afshar and Ghasemi (2017), Lorimer (2018), and Omar (2014). It highlights the lack of adequate funding and resources as primary obstacles to CPD, with frugal budgets limiting access to high-quality CPD opportunities, especially in developing countries. The ubiquitous time constraints are also significant factors, as teachers often struggle to balance their professional responsibilities with the demands of ongoing development. The relevance and practicality of CPD programs are vital for their success, yet many programs do not address the specific requirements and contexts of EFL teachers. Furthermore, inadequate administrative support and a lack of collaborative culture deter the healthy concept of sharing of best practices. Technological barriers like limited access to necessary tools and digital literacy skills further complicate the issue. Lastly, the article also discusses the unique cultural and educational challenges in Oman, emphasizing the need for cultural appropriateness of CPD programs rendered in the country. The findings highlight the necessity of addressing these barriers to improve the effectiveness of professional development ventures and support the professional growth of EFL teachers.