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This study investigated the significant differences based on teacher demographic variables in a mandatory teacher professional development (PD) program. The examined demographic variables are gender, age, academic qualification, years of teaching experience, employment status, and certification status. This information was measured through a well-developed questionnaire named the Targeted Professional Development Program. The study was conducted to 356 primary school teachers in Bima, Indonesia. Independent sample t-test showed that 291 female teachers (M=159.33; SD=12.88) demonstrated significantly higher perception of mandatory PD implementation with t(354) = -1.87, p=.01 compared to 65 male teachers (M=154.15; SD=21.55). No significant differences were found pertaining teachers’ age, academic qualification, years of teaching experience, employment status, and certification status. Non-significant differences in mandatory PD perception based on teacher demography show that Indonesian mandatory PD has achieved its objectives in implementing a large-scale uniformed government PD program to support all Indonesian teachers. This finding has implications for PD design and implementation to ensure that both male and female teachers will benefit from the program. Further research is needed to expand the theory of effective PD program that address gender equity issues.