The main purpose of this study was to explore the status, difficulties and prospects of teacher professional development in higher education in Taiwan. Nearly all universities set up the teacher development department. Most schools hold one-day teacher development activity. The types of teacher development include new teacher program, workshops, professional community, mentor and manatee, good teachers’ experiences sharing, teaching consultation, and related subsidy measure. Most of the contents of teacher development were teaching development, the personal and organizational developments were very few. The most development needs of university teachers were teaching professional knowledge and skills. The difficulties included: the teacher development system was not perfect, the organization of department was not fully prepared, the teacher development lacked systematic planning, the teachers’ attitudes were not active, the teacher development effectiveness needed to be evaluated, the national resources were not effectively integrated, and the teacher development lacked the research-based foundation. The study proposed some strategies as follows: First, improvement of the teacher development system. Second, revision of the teacher development organization. Third, strengthening of the teacher development corporate planning. Fourth, promotion of active and sustained development of the university teachers. Fifth, integration of the teacher development and the school performance. Sixth, integration of the national teacher development resources. Seventh, promotion of scholarship of teaching and learning in universities. Eighth, implementation of grant system for the university teacher development research.