Teacher is one of the best teaching tools to attain, ensure and sustain the quality of education. For this, teachers have to be trained. The trainings include both pre-service and in-service training for professional development. This study focused on the impact of in-service training (cluster meeting) on English teachers' classroom practice at the English in Action intervention schools. This research was qualitative in nature. For the convenience of the research and conducting this study, the researcher mainly collected open-ended data from the respondents. Two cluster meetings were attended and observed. From those meetings, five teachers were selected purposively and finally three English classes of each of those teachers were observed. After classroom observation those teachers were interviewed individually and Focus group discussions were conducted with the students. The cluster meetings had multifaceted objectives which provided them with ideas for warming up, reviewing and reflecting, micro teaching and extending activities for improving teaching and learning capacities of teachers. The meetings fulfilled approximately 80% of their needs, especially in terms of solving classroom problems through sharing practical experiences and disseminating knowledge. Respondent teachers learnt many new things in the cluster meetings like, giving instruction in English, playing games, using teaching aids and writing paragraph by mind mapping. After being trained, respondents applied and implemented new ideas and methods in their classrooms. Now they use audio and posters, which help students learn quickly and speak English without difficulty. A majority of the respondent teachers faced some problems in the classroom while using audio.