This project explored the self-directed professional development (SDPD) that native English-speaking teachers (NESTs) in South Korea engaged in. Data was collected from 56 teachers who completed online questionnaires, 11 teachers of which also completed follow-up interviews. In the 12 months prior to the study, only 35 teachers engaged in SDPD. Findings indicated that teachers with education degrees interested in pursuing long-term EFL/ESL careers were the most likely to participate in SDPD. Of the teachers that failed to participate, multiple factors hindered involvement (e.g. lack of necessity). Consistent with research literature, the study participants did not appear to engage in sufficient professional development to increase student learning outcomes, completing only 1.23 SDPD activities on average. Considering our findings, this presentation includes recommendations to tackle SDPD at the individual, accreditation, and context levels. Attendees working and/or advising in education contexts wishing to further their knowledge of effective SDPD practices (e.g. reflection) will find this presentation informative.