This research examines the pedagogical conversion of the English teachers in East Lombok Regency after taking part in the Teacher Mentor Program (TMP) a program of government sponsored professional development. The purpose of the TMP was to improve the pedagogical skills of teachers as well as acquire the skills required to cater to the needs of students in learning in the forms of differentiation instruction, technology integration, and reflective teaching. Reducing teachers’ workloads in these ways is the program’s aim. It would help to make the learning process more student-centered and to ensure teachers follow different approaches in teaching to adapt to students’ learning styles and needs. The investigation used qualitative phenomenological methodology to gain in-depth insight into the experiences of the teachers. Data were obtained through in depth and interviews, classroom observation and document analyses which were conducted to 15 English teachers from different school background represented the East Lombok. Significant findings found improvement in teachers’ development of differentiated instruction, enhancement of their integration of technology, as well as improvement in their motivation and creativity due to the TMP among the derived indicators. However, some issues including a lack of ongoing support, resistance to change at times, were identified.