This book is based on master thesis research conducted in Kenya, Malawi and Zambia. These countries experienced several in-service education and training systems as interventions towards CPD for teachers. However, the problem is the sustainability of such systems. This research used a qualitative Grounded Theory (GT) approach. The results shows that: (1) the Teacher Professional Growth (TPG) systems were not adequate. (2) TPG policies and systems were influenced by historical, international and in-country trends creating a “Forward and Parallel Approach” where countries depended on the international trends for innovations, which they copied and pasted on their TPG systems without detailed country-specific situation analysis. There was need to develop a strong leadership at education structure level in order to develop a sustained TPG system. This could be through the “Look back and Re-determine Course Approach” in which countries take a critical look at what happened before and identify elements, which can be used in developing sustainable approaches. Therefore, a combination or compromise of the two approaches would help in the development of a sustainable INSET training system.