The purpose of this study was to investigate teachers’ perceptions, self-efficacy and practices of active learning strategies in Tegedie Woreda secondary schools. Its specific purposes were to examine the perception of teachers towards active learning strategies in secondary schools, to assess the secondary school teachers’ self-efficacy to implement active learning strategies, to assess teachers’ practice of active learning strategies and its contribution for teaching learning process and to find out factors that highly influences the practice of active learning strategies in secondary schools. To conduct the study, descriptive survey design was employed. A total of 51 teachers’ and 124 students’ were selected through stratified proportionate random and comprehensive sampling techniques respectively and participated in the study. Mixed method approach which involved survey questionnaire, observation and interview was employed. The quantitative data was analyzed using descriptive statistical techniques (frequency, percentage mean and mean ranking) and inferential statistics (one sample t-test). On the other hand, the qualitative data was analyzed by organizing, summarizing and interpreting narrative description. The main findings of the study showed that the majority of the teachers looked that they have positively perceived active learning method. However, their positive perception did not enable them to practice active learning in the classroom. It also showed that the teachers had high self-efficacy towards the implementations of active learning strategies. The major factors affecting the implementation of active learning strategies were shortage of time, large class size, inadequate funds, classroom condition, there is no provision of teacher training program, students’ beliefs and perception, students' lack of interest, lack of equipment resources, lack of attention to the profession of teaching, the local weather condition. The present study recommends that Principals should strengthen school CPD program to provide teachers with a professional training that equip them with the adequate knowledge and skills of active learning strategies.