Learning occurs from multidimensional aspects, where individuals can possess knowledge, skills, and values that may play a crucial role in enhancing an organisation’s performance. The teacher’s life-based learning suggests that workplace learning is not limited to learning that occurs only at work. The truth is that all learning is connected, and separating work-related learning from teachers’ learning is not a good undertaking. This learning can be translated into tailored, ongoing, personalised professional learning activities. This chapter proposes a framework for teacher life-based learning through personalised professional learning activities. We have examined the literature on the adoption of life-based learning and propose a conceptual framework to understand these components through personalised, continuous professional learning practices. In the analysis, teacher life-based learning has been defined and adapted from continuous professional learning and work-based learning into a personalised format. Most researchers have ignored culture, which is one of the most significant driving forces behind these components. The proposed framework’s dimensions include a focus on capability building, a strength-based orientation to learning, multiple sources of learning, a balance between integrity and utility, learner responsibility for their learning, and organisation as an enabler of organisational change. Hence, this paper also acknowledges that contradictions are a strength of innovation and that change signifies a qualitative difference. The chapter concludes with an emphasis on the importance of teachers’ life-based learning in their careers. The findings of this study can be helpful for the Ministry of Education, policymakers, teacher educators, teachers, university administrators, and the broader community of practice in developing a life-based learning model to prepare quality teachers for the future. Additionally, it will contribute to the existing literature on teachers’ training and development.