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Continuous professional development (CPD) of teachers has gained much popularity across the globe. The teacher educators face a number of issues and problems in different dimensions. This study explored the issues faced by District Teacher Educators (DTEs) and Teacher Educators (TEs) in implementation of continuous professional development (CPD) framework in district Lahore, Pakistan. The study was qualitative in nature. Twelve DTEs and two TEs were purposively selected who were willing to participate in the study. Data were collected through a self-developed semi- structured interview protocol, one each for DTEs and TEs which were validated by the experts followed by two mock interviews for pilot testing, and documents related to CPD framework developed at Directorate of Staff Development (DSD) Punjab. Data were collected by using one to one approach to conduct interviews of the participants in February, 2016. The data were analyzed by using thematic analysis of the interviews. The findings revealed that DTEs and TEs face many problems in implementing the CPD framework. The key ones include: disobliging behavior of teachers and head teachers, lack of time and facilities, poor infrastructure, work load, poor management process, and absence of motivational strategies. The study suggests that the policy makers and managers should address these issues and problems by involving teachers and teacher educators engaged in this initiative in order to effectively implement CPD framework in public sector primary and lementary schools of Punjab province of Pakistan.