This study aims to analyse in-service teacher training and, more specifically, to explore the existing relationship between in-service teacher training and teachers’ and school variables. The present research offers a detailed analysis of secondary school teacher in-service training variables (type of training activity and activity content) in Asturias (Spanish) and of the relationship between this in-service teacher training and teachers’ and context variables (i.e. departments and regions). Evidence is provided to show that in-service teacher training should be organized taking into account these differences (context, teacher variables, in- service teacher training variables) among departments, schools and districts to ccater for inequalities.