This paper explores the role of autonomy in teachers' Continuing Professional Development (CPD), specifically through practitioner research in the UK Further Education (FE) sector. By addressing challenges such as performativity and 'best practice,' it argues for a model of CPD that emphasises teacher autonomy, allowing for self-reflection, creativity, and problem-solving. Through case studies and teacher experiences, the paper highlights practitioner research as a transformative approach that fosters genuine learning, collaboration, and professional growth within institutional settings. The findings highlight that autonomy enhances collaboration, creativity, and ownership of professional development. Despite potential resistance and resource limitations, the Tracks model has initiated a cultural shift towards innovation and shared practice across the institution, ultimately promoting a more engaged and motivated teaching workforce. The research advocates for flexible CPD approaches that empower educators to take charge of their professional trajectories.