Purpose: This study aimed at determining the professional development needs of school administrators and teachers workingin Mamak, Ankara and to what extent they needed these trainings were reported in this study. Design/Methodology/Approach: A two-stage path needs analysis model used for the study. First, the nominal group techniquewas implemented. Second, according to the results, the professional development training needs were turned into targetedsurveys for each participant group. The data collected from school administrations and teachers working in Mamak. Findings: The school administrators need leadership; pre-school teachers need picture analysis; primary school teachers need creative drama; middle-school teachers need integration with the digital world; high-school teachers need first-aid; specialeducation teachers need techniques for changing problematic behaviors, and guidance and psychological counseling teachersneed solution-oriented therapy training.Highlights: The findings have revealed that while school administrators and teachers need core skills related to their fields.They mostly need contemporary training subjects so they can keep up with the times. The training which is commonly neededby the school administrators, pre-school, primary, middle, and high school teachers is first-aid training and the main reasonsof this need can be examined in depth through further studies. It was shown in the results that the nominal group results andthe surveys differed for all groups. In conclusion, a single needs analysis approach was insufficient for identifying professionaldevelopment needs, and it is necessary to utilize one or more techniques together. Policymakers and/or practitioners maydevelop projects and activities, related to the priority subject areas of this study, aimed at improving schools.