This study explored the relationship between the profile of Bachelor of Elementary Education (BEED) students and their perceptions of the role of Continuous Professional Development (CPD) in their future teaching careers. Conducted at Eastern Samar State University (ESSU) across four campuses—Borongan Main Campus, Can-avid, Salcedo, and Guiuan—during Academic Year 2024–2025, the study employed a descriptive-correlational research design. A researcher-made questionnaire was used to collect data from a stratified random sample of 150 BEED students. Descriptive statistics such as frequency, percentage, and mean were used to describe the respondents' profile and their perceptions of CPD. Inferential statistics, including Pearson Product-Moment Correlation and Chi-square Test, were used to determine significant relationships between profile variables and perception scores. Findings revealed that most respondents were aged 19–21, had a GWA categorized as “Good,” and nearly half had prior training or seminar exposure. BEED students expressed highly positive perceptions of CPD, with an overall mean of 3.67 (Strongly Agree). Significant relationships were found between students’ year level, academic performance, and prior training exposure and their perceptions of CPD. However, no significant relationship was found between age and CPD perception. The study concludes that professional development perceptions are strongly shaped by academic experience and exposure to training rather than age. It recommends the early integration of CPD concepts in the BEED curriculum and the promotion of training opportunities to foster a culture of lifelong learning among future educators.