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The purpose of this study is to improve the achievement of in-service mathematics teachers in pedagogical and professional competences through professional development program by using a Cycle Pedagogical Problem-based learning. The research subjects consisted of 58 in-service mathematics teachers from a number of senior high schools from five districts in West Java. The research instrument consisted of observation guidelines, interview guidelines, teacher competency tests, and self-efficacy scale. Mathematical pedagogical problems presented to trainees in a number of cycles, which include some mathematical material that is relevant to the 2013 curriculum. The results of data analysis show that overall the achievement of pedagogical competency is better than the achievement of professional competency. Pedagogical competency is achieved in the high category, and professional competency is achieved in the medium category. The achievement of self-efficacy found that the majority of teacher candidate is in the positive category. Judging from the differences in region of origin it was found that there were no significant differences in pedagogical competency nor professional competency.