This paper details the results of a study that aims to reimagine the professional development offered to Irish secondary school mathematics teachers. This reimagined design will be based on four perspectives, one of which is that of current mathematics teachers in the Irish context. It is this perspective that is the subject of this paper. Through a series of semi-structured interviews and a follow-up national survey, teachers expressed their opinions on what professional development should and shouldn’t entail. These opinions can be grouped into the following themes: the role of the internet in professional development; the provision and sharing of teaching and learning resources; having opportunities to discuss teaching approaches and pedagogy styles with colleagues; engagement with and access to professional development; professional development activities; the facilitator; and the role of professional conversations in teachers’ continued professional development.