The purpose of the study was to explore the most viable models for college-based departmentalized continuous professional development for the academic staff of colleges of education in Ghana. This study was qualitative with case study design and guided by interpretivist paradigm of knowledge construction. The sample size was 20 and comprised 4 Principals, 4 Vice Principals and 12 Tutors of four colleges studied in the Volta Region. Open ended questionnaire was used to collect data from Vice Principals and Tutors whilst semi structured interview was adopted in getting data from Principals. The interview data were transcribed manually. Thematic analysis was carried out. In the findings, training, cascade, award bearing, action research and community of practice were most preferred continuous professional development models. It was recommended that colleges of education adopt a blend of CPD models with emphasis on training, cascade, award bearing, action research and community of practice in their capacity building of the academic staff.