The purpose of this study is to analyze and establish teacher's sprofessional growth models by investigating relevant literatures.The study explores the historical development, rationales, nature,and paradigms of teacher's professional growth.In addition, itanalyzes existing professional growth cases in Taiwan. To reflect current studies in the field,this study found that:first,existing models have paid more attention to the processof active and collaborative interaction among teachers. Second,programs designed for professional growth are long-term tasks.Third, main concepts of these models include goal establishing,need assessment, plan, implementing, and evaluation. Fourth,different models have their own assumptions and procedure forteacher profession growth. Therefore, while applying any kindof the models, one need to understand and evaluate each model''''''''sbackground, basic concepts, and potential influences. In conclusion, this study suggests that educators improveteachers professional growth, such as developing a multi-dimensional models, adopting teacher-based approaches or actionresearch, and building a school climate which encouragescollaboration and constructive learning.