E-learning platforms have become increasingly popular in teacher professional development (TPD) across Africa, offering flexible and accessible training opportunities. In Western Uganda, where access to traditional TPD resources is limited, e-learning platforms present a viable solution. The study employed qualitative research methods, including interviews with educators and administrators from selected schools in Western Uganda. Focus groups were conducted to gather insights into teachers' experiences and perceptions of e-learning platforms. Despite challenges, e-learning platforms offer a promising avenue for enhancing teacher education in Western Uganda by providing flexible learning opportunities and aligning with national curriculum goals. To maximise the effectiveness of e-learning platforms, stakeholders should invest in improving internet infrastructure, provide technical support, and ensure that all modules are accessible to teachers regardless of their technological proficiency.