This study investigated the beliefs of EFL teachers about communicative language teaching (CLT) viz -a-viz their classroom practice. That means the main purpose of this study was to explore teachers’ beliefs towards CLT and see if their belief matches or mismatches their classroom practices. In this research work, descriptive research design was chosen because of its appropriateness to gather the necessary data in the actual classroom while the teaching and learning of English as a foreign language was taking place. It is also appropriate to collect data with little expense. Data were collected through classroom observations, interviews and questionnaires. The total population of the study was 48 EFL teachers. And data were collected from the randomly samples (for the interview and classroom observations) and total population sampling for questionnaire. That is, the researcher used total population and random sampling techniques. Quantitative and qualitative approaches were employed in the study; 48 teachers responded to a questionnaire. The questionnaire , classroom observation and interview covers six aspects of CLT (the role of learners; the role of teachers; the role of grammar; the role of the learners’ native language; pair and group work activities, and learner error correction and evaluations). The teachers’ questionnaires which include 39 closed ended items were filled by forty-eight teachers from six high schools in woreta town administration and Fogra woreda. Then, in the course of data collection process, classroom observations were made. Finally the interviews with teachers were made. Based on collected data, it was revealed that the majority of teachers had high levels of understanding or belief about CLT tenets .However, the study conversely showed that there is a clear mismatch between their beliefs and practical application of CLT. The overall findings of this study revealed that teachers had a better understanding or good beliefs towards CLT methodology. However, the result of this study proved that their belief and what they actually practice or perform in CLT classrooms is quite the opposite. Their belief and their classroom practice do not match. Therefore, whatever the obstacles may be, teachers should be encouraged to use CLT in the language class rooms. That means, concerned bodies should encourage teachers to implement CLT as much as possible by arranging or giving school based CLT training on department base. Conducting action research and assessing their own performance in line with the effect on students’ successful learning