This paper reports on a pilot study on professional development in mathematics in the post-apartheid
era in South Africa. The study endeavoured to examine the status of existing professional development
practice and the challenges practitioners experience in the implementation of such programmes. The
study involved five of the nine provinces in South Africa. The population of the study was 55 and
consisted of teachers, principals, subject advisors, district officials, ministry of education and service
providers. Data were collected by means of a teacher questionnaire and interviews which were
analysed using qualitative methods. The study found that the status of the implementation of the
Mathematics Continuous Professional Development (MCPD) programmes is determined by a variety of
factors such as relations between labour unions and the employer, the political legacy of the country
and others. The study also established that different participating groups experienced different
challenges regarding the implementation of MCPD programmes. This data was also useful in the
modification of some of the research instruments.