This study, inspired by Vision 2030 and Saudi education reforms, offers a comprehensive framework for teachers and educators. It identifies English as a Foreign Language (EFL) teachers' perspectives on online and in-person professional development practices (PDPs). Through the descriptive survey research design, data was collected from (N = 85) male and female teachers using a set of instruments: two questionnaires and a semi-structured interview. The findings showed that EFL teachers are highly involved in online PDPs compared to in-person practices in which they were medially involved. Also, the respondents hold high attitudes toward both online and in-person PDPs. In addition, there was a positive and statistically significant correlation between PDPs and attitudes toward the online mode of attendance; this means the more PDPs EFL teachers are involved online, the higher attitudes they have toward those practices. Moreover, the mode of attendance played a role in the attitudes of the study sample. The analysis of semi-structured interviews revealed that EFL teachers can be proficient in complex ideas and IT-mediated pedagogical approaches by getting involved in PDPs, particularly those offered online, which will ultimately reflect in students' success and learning. Besides, the participants noted constraints that faced them when attending online and in-person PDPs include, but are not limited to, technical and connectivity issues, including the compatibility of e-initiatives, extra financial load, fatigue, and worry. In light of the findings, this study proposes an integrated English Language Teaching (ELT) professional development model based on five principles and offers suggestions and recommendations for further research.