Teachers, the key actors to actualize educational reforms, and their professional development gain more importance. One of the formal ways to support teachers’ professional development is graduate programs in Turkey. The aim of the research is to understand teachers’ motivation, concern, and the evaluation about graduate programs who continued their professional development via a master or certificate program. The sub-problems about the research are: 1. What are the sources of motivation for graduate/postgraduate classroom teachers? 2. What are the factors that concern graduate/postgraduate teachers? 3. What are graduate/postgraduate teachers’ reflections about their graduate experiences? This research is designed as integrated multi-case study. We conducted 12 semi-structured interviews from two different schools (one form city-center and the other from remote-to-city). Interviews were analyzed by content analysis. As a result, teachers who are serving at a remote school are motivated externally by service scoring system, however who are serving a city-center school usually motivated internally. During their education, they struggled about lack of technical knowledge, physical and mental tiredness, lack of time, and intensity of the homework. The most of the teachers do not want to do any further formal graduate study.