Teachers in Higher Education need to deal with different types of challenges, such as dealing with students’ profiles and motivation, selecting the adequate learning strategies and assessment methods, selecting and delivering content that is relevant for the professional practice, using new technologies, amongst other. Much has been written about effectiveness of teaching but there is a lack of studies with experiences dedicated to teachers’ professional development (e.g. workshops and courses), particularly in Engineering Education context. This paper aims to discuss the importance of effectiveness of teaching taking into account preparing teachers to active learning contexts. This is an exploratory study based on a training program carried out in 2015 at University of Caxias do Sul, Brazil, which focuses on different active learning strategies (e.g. Peer Instruction, In-Class Exercise Teams, Problem and Project Based Learning, etc.). In this training program, teachers had the opportunity to reflect about their practice and to improve teaching and learning process by implementing innovative approaches. Eighteen teachers participated in this program, from different areas of knowledge, including Engineering, Law, Management and Informatics. Teachers’ perceptions where collected at the end of the program using a questionnaire which included the motivations and expectations about the program, potential contribution for teaching practice, meaning of “active learning” and also identified the active learning strategies that teachers intended to fulfill in their own contexts. The findings show the relevance of the training program experience for effectiveness of teaching. Most of the teachers will apply active learning in their classroom in the following semester and a few already started implementing this change during the training process. This work allowed to discuss the implications for teachers professional development in engineering education.