An increased emphasis is placed on the role of the teachers to cope with the rapid changing world. On the one hand, high importance is given to the professional development (PD) of teachers and on the other hand, a critical need exists to examine the influence of those professional development courses on teachers’ belief and classroom practices. Thus, the primary aim of this study was to investigate the influence of ongoing professional development on ELTs’ beliefs and practices in two private schools in Gilgit Baltistan, that undergone reforms through funded project. The study attempted to determine the influence of the programme on two English language teachers teaching beliefs and classroom practices. Both of the teachers had participated in different professional development courses and trainings. For this purpose, case study method was employed and the data were collected via semi-structured interviews, classroom observations, formal discussions, informal conversations and field notes. The data analysis revealed that both the teachers who had participated in the professional development programmes, demonstrated conceptual change about teaching and learning English, they displayed positive attitudes towards teaching and learning English and they have improved their teaching skills and classroom practices. The study found a complex and dynamic relationship between beliefs and practices. The teaching context and background were found as key factors that have greater influence on shaping beliefs and guiding teachers’ practices. Lastly, it was discovered that teachers’ personal capabilities and motivation play key roles in their development as a teacher. Finally, this study recommends that English Language teaching can be improved and made effective through providing professional development opportunities for the teachers.