The lack of access to quality education in northern Nigeria has proven endemic due to the incessant marginalization of the area by various governments since independence to date. The marginalization and lack of investment in teacher training institutions to bridge the manpower gap has created a vicious cycle of poverty, high illiteracy rates, and banditry in most of the northern states in Nigeria. Apart from the historical marginalization of these states, another critical factor that has been identified as contributing to this problem is the lack of professional development opportunities for teachers. The NEI Plus teacher training program is a recent initiative that aims to address this issue by providing teachers with the skills and knowledge they need to improve their teaching practice. This study used a phenomenological approach to investigate the impact of NEI Plus teacher training on professional development. A total of 22 teachers, two from the eleven wards in Bauchi, who had participated in the training program were interviewed. The interview questions were 18 and sought to investigate the experiences and perceptions of the study participants within the six tenets of NEI Plus teacher training program. The interviews were recorded and transcribed, and the data was analyzed using NVivo software. The findings of the study showed that the NEI Plus teacher training program had a positive impact on the professional development of the participants. The participants reported that they had gained new knowledge and skills, and that they were more confident in their ability to teach effectively. They also reported that the training program had helped them to develop a more reflective approach to their teaching practice. The findings of this study suggest that the NEI Plus teacher training program is an effective way to improve the professional development of teachers in Nigeria. The program provides teachers with the skills and knowledge they need to improve their teaching practice, it helps them to develop a more reflective approach to their work, effectively manage the school resources, and generally use the skills learnt to reflect address the contemporary needs and demands of education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]