The purpose of the study was to investigate how leaders in primary schools play their role in the implementation of school based professional development for teachers and their challenges. The study used qualitative research design. Interviews, document analysis and focus group discussions were the methods used to collect data from Chitakale education zone in Mulanje district. Among other findings, the study revealed that the school leaders understand the concept of Teacher Professional Development (TPD) as a process of acquiring new teaching skills and upgrading. Secondly the study found out that school leaders indentify teacher professional needs through lesson supervision, assessment of performance of pupils and interaction with pupils and teachers. INSETs, staff meeting, lesson observation, consultation and discussion are means that are used to initiate TPD activities that addresses teacher professional needs. The challenges that they face include lack of time for TPD activities, responsibility demands, lack of funds, teachers’ frustrations, and lack of incentives. The challenges explain why management of TPD in primary schools is poor. In light of these findings the following recommendations were made: firstly, PEAs must regularly monitor and supervise TPD activities in schools. Secondly, school leaders in primary school need to be trained on management of TPD activities and leadership skills. Thirdly, the government must provide adequate funds specifically for TPD activities. Lastly, there is need for the government to establish means for motivating school leaders as a way of appreciating their services.