The quality of the school system depends on the quality of the teachers’ professional development. To improve the system quality professional development programs for teachers have been essentially important. This is proved to be true especially if these programs are based on knowledge of the teachers’ actual needs. Therefore, we carried out a needs analysis with teachers in Modena, Parma and Reggio Emilia (Italy) and this article presents the results of this study. The study is focused on subjective needs, i.e. needs that derive from the teachers themselves. An online questionnaire has been administered to 1926 teachers in public preschools, primary schools, and first grade secondary schools. Key findings of this survey have valuable implications for curriculum design. Several needs emerged as particularly relevant for the teachers, such as special education professional development, learning how to cope with children with special needs and students with behavioral problems.