The purpose of this study was to investigate Grade nine EFL teachers’ perception and practice of cooperative learning in EFL speaking classes at three selected secondary and preparatory schools at Burie Worda, West Gojjam Zone. To conduct the study, descriptive survey research design was employed. The schools were selected by convenience sampling technique. To collect data, sixteen Grade nine EFL teachers were selected through comprehensive sampling technique and 129 Grade nine students were selected through multistage sampling technique. The study was complemented by mixed method approach with data collection tools such as questionnaire, interview and classroom observation. The quantitative data were analyzed using frequency, percentage, and mean and the qualitative data were analyzed thematically. The remaining data obtained through the open ended item of the questionnaire and interview were analyzed qualitatively together with the quantitative data. The results of the study indicated that most of EFL teachers’ perception of cooperative learning was low, that is, they did not clearly know what CL is (definition, group formation, essential elements, roles of teachers and students, etc.). Similarly, the practice of CL in EFL speaking classroom had great flaws. The major factors affecting the effective practice of cooperative learning were large class size, inadequate teacher training, tendency of focusing on teacher-centered method, and time scarcity. Finally, based on the above findings, some recommendations have been forwarded that grade nine EFL teachers should get cooperative learning training theoretically and practically and also the school should supply supplementary materials that help teachers to have adequate perception of cooperative