In this study, I explored the professional development of two teachers of English in two different contexts of Pakistan. In this fast paced world, to learn modern techniques for teaching and learning English, PD plays a significant role in enhancing pedagogical skills, content knowledge, and shaping the behavior of teachers. It is also important for enhancing the learning of teachers and achievements of students in schools which leads to transformation of schools. Thus, this study aimed to concentrate on exploring the PD of teachers of English in two different contexts (Hunza and Karachi) of Pakistan. To conduct this study, I used qualitative research with a case-study design. In addition, to get deeper insights into ELTs' learning experience I have analyzed the stories of two ELTs using auto/biographical approach. Furthermore, cross-case analysis is used to identify the emerging issues in both contexts (Hunza and Karachi) and identify the gap (similarities and differences) between PD trainings of ELTs in both contexts. The study was conducted with a teacher of English, in a private English medium school, Karachi and myself as a participant from Hunza. Semi-structured interview guide, reflective journal, ELTs' auto/biography and informal talks were used to generate data. To analyze data, some key themes emerged in relation to the process of achieving PD as ELTs and out of these themes stories were generated about the journey of teachers of English. In addition, the result from the two different cases revealed that both ELTs have unique ways of learning during the journey of PD. Applying the cross-case analysis revealed the resemblances and variances between the PD of the two teachers of English. The key findings that emerged from analyses of data were self-motivation, in-service learning (formal and informal opportunities) and support of family for professional development of teachers of English.