This chapter examines teacher professional development for inclusive education in sub-Saharan Africa through an integrative literature review. The analysis is grounded in two complementary theoretical frameworks: Communities of Practice theory, which views learning as socially situated, and Transformative Learning Theory, which focuses on perspective transformation through critical reflection. The review analyses effective professional development components, explores cultural influences, and identifies implementation challenges and opportunities. Findings reveal a multifaceted landscape where resource constraints intersect with systemic challenges. Yet innovative approaches and resilient practices emerge across the region. Key findings highlight the need for: (1) holistic, culturally responsive professional development that integrates knowledge, skills, and attitudinal change; (2) incorporation of Indigenous knowledge systems that honour local wisdom and practices; (3) continuous adaptive learning approaches that respond to evolving classroom needs; and (4) social-emotional components that support teacher wellbeing and effectiveness. The study exposes significant gaps between policy aspirations and classroom realities. While policies often advocate for full inclusion, inadequate resources, limited teacher support systems, and insufficient contextual adaptation hinder implementation. These gaps are particularly pronounced in rural and under-resourced schools. Implications for stakeholders include developing comprehensive policy frameworks, implementing school-based mentoring programmes, and pursuing research that examines the long-term impacts of culturally responsive approaches. This chapter contributes to the dialogue on inclusive education in sub-Saharan Africa by advocating for professional development that honours local knowledge, embraces cultural diversity, and empowers teachers as agents of transformative change.