This is a continued research of the effects of a school-based teacher education program on EFL teachers’ professional development in the context of China. Based on a semi-structured questionnaire conducted in the faculty of G university, the researcher analyzes how the learning strategies for language teachers help in promoting College English teachers to develop professionally. The 11 strategies proposed by Richards & Farrell (2005) include workshop, self-monitoring, teaching journal, case studies, peer coaching, teacher support groups, peer observation, team teaching, action research, etc. Some of them can be done by one teacher independently, and some need cooperation with others. The research finds that all these strategies are helpful in College English teachers’ professional development, but their functions are different in degrees and aspects, and they are suitable to different types of teachers. It also concludes that College English teachers are expected to increase their awareness of professional development, and the institution should create favorable conditions and a culture of cooperation for the teachers to apply these strategies in their daily work in order to develop themselves professionally.