The purpose of the study was to investigate individual professional development needs of teachers with the aim of developing guidelines that may assist foundation phase teachers to do individual needs analysis effectively. The main research question was: Which strategies can be used to conduct individual needs analysis effectively among the foundation phase teachers in order to improve their effectiveness? The researcher was guided by the interpretive paradigm which implies that participant’s interpretations, perceptions, meanings and understandings were regarded as primary sources. The qualitative research design was used to obtain participants’ primary data. Interviews and observations were used to collect data and to maximise trustworthiness of the findings. Purposive sampling was used to select key informants who were going to provide rich information to help achieve the objectives of the study. The researcher selected the sample of 10 foundation phase teachers, 5 principals and 5 Development Support Groups attached to primary schools under Imfolozi Circuit. Data analysis was done throughout data collection through open, axial and selective coding. The hierarchical category system illustrated in schematic representation representing the main theme and subthemes was used. The findings suggest that there is a serious gap regarding how individual professional development needs and provision of professional development are concerned. The focus was more on training teachers about the new curriculum leaving behind the individual needs of each teacher. The study identified some inconsistencies and lack of uniformity in the way needs analysis was currently done in schools. The major recommendation of this study is that needs analysis should be integrated within all school activities instead of once a year. There is a need for close monitoring of teacher development in order to improve the current learner performance in schools. The researcher believes the study will assist in understanding, informing and improving teaching practice. / Educational Leadership and Management / D. Ed. (Education Management)