Background: Continuing professional development (CPD) is widely promoted as a mechanism for improving healthcare practice and patient care, yet little is known about how CPD providers operationalise accredited CPD within nationally regulated systems. This study explored how CPD providers in Qatar identify learning needs, design and deliver CPD activities, evaluate outcomes, and perceive barriers to translating learning into practice. Methods: We conducted a qualitative descriptive study using semi-structured interviews with 18 CPD providers from academic institutions, healthcare organisations, and accredited CPD units in Qatar. Participants were selected using purposive maximum-variation sampling. Interviews were transcribed verbatim and analysed thematically, with the Knowledge-to-Action (KTA) Framework used as a sensitising lens during interpretation. Results: Five interrelated themes were identified: understanding and framing CPD needs; designing and planning CPD activities; implementing CPD; evaluating CPD outcomes; and sustaining change and embedding learning. CPD planning was commonly described as reactive and shaped by participant feedback, departmental requests, and accreditation requirements, with limited routine use of performance or patient-outcome data. Design and delivery were frequently constrained by time, staffing, budget, and speaker availability, meaning operational feasibility often outweighed pedagogical considerations. Evaluation focused mainly on attendance, satisfaction, and occasional knowledge checks, with limited follow-up to assess behaviour change or clinical impact. Sustaining change was consistently described as difficult because of weak follow-up systems, limited leadership support, and poor integration with quality-improvement structures. Conclusions: From the perspective of CPD providers, CPD within Qatar’s nationally regulated system remains variably operationalised and is often more compliance-oriented than outcomes-focused. Strengthening theory-informed design, improving evaluation capability, and linking CPD more closely to organisational performance and quality-improvement systems may enhance the ability of CPD to support sustained practice change.