The paper "Disseration Analysis" based on published literature and established facts derived from evidenced researches, this analysis interprets the requirements in the form of four main hypotheses. Research based on quantitative data obtained using Guskey’s model has been used for the purpose of evaluating impact of teachers’ professional development on student achievement. Based upon the results obtained from our study, the most important derivation is that of goal clarity for teachers, which provides a base to frame and achieve school’s basic objectives, a point advocated in literature studied. Secondly, the practices implemented for this purpose did not cover all required aspects of professional development. Nevertheless, participation in planning was high. However, study indicated low correlation with actual intended outcome, i.e., enhanced student learning. These findings underpin the need for this study to evaluate the impact of teachers’ professional development on student achievement, which further signifies the role of teachers’ development in students’ overall improvement.