Professional development programs for higher education faculty are increasingly being recognised as vital to enhancing teaching effectiveness, research productivity, and institutional quality. However, faculty at different career stages have varying professional development needs. The current study examines the experience-based differences in perceived professional development priorities among faculty members in higher education. Survey responses from 302 faculty members across universities and colleges were used, and a one-way ANOVA was conducted on four experience groups (0–5 years, 6–10 years, 11–15 years, and 16 years and above) to examine the differences in professional development needs. Statistically significant results are obtained across several dimensions, such as knowledge about education-related subjects, educational support activities, acquisition of knowledge for professional development, competency building, and orientation towards national development. Findings have implications for framing differentiated faculty development programs according to the career stage.