This study examined the impact of teachers’ professional development training on the knowledge and skills acquisition of primary schools teachers in Ondo State, Nigeria. Descriptive survey research design was used. From a population of One thousand, four hundred trained teachers, one hundred and fourty teachers were simple randomly selected for this study. Data were collected, using an instrument titled Classroom Lesson Observation Checklist. Two research questions were set to find out the impact of TPD on the selected teachers’ knowledge and skills as well as examine whether there is any significant difference in the impact made on male and female teachers. The results indicated that there was a significant impact of TPD on teachers’ knowledge and skills. It also established that male teachers performed better in knowledge exhibition than their female counterparts, while the female teachers demonstrated higher skills than the male teachers. Based on these results, the following recommendations were made to government; TPD should be made a continuous programme, more funds should be made available annually for the programme, gender sensitivity in the selection of future trainees should be a priority. a functional monitoring team be put in place for follow-up and schools should periodically organize interactive meetings to brainstorm on any difficult areas expressed by the teachers.