The study was conducted with the aim of assessing teachers’ implementation of task-based instructional practice in EFL speaking lessons. It employed descriptive research design targeting grade 11 EFL teachers and students in one government school. The subjects were drawn from a population of EFL teachers (3) and students (678) of this grade level in the school. All the teachers (3) and 72 students were selected as a sample of the study through comprehensive sampling and simple random sampling techniques respectively. The data was collected through questionnaire administered to the students, semi-structured interview held with EFL teachers and classroom observation made in speaking lessons. The data were analyzed through quantitative and qualitative data analysis techniques. Descriptive statistics specifically percentage, frequency and mean value were used for the quantitative data, whereas thematic analysis was used for the qualitative data. The finding of the study showed that teachers implemented task-based approach in speaking lessons to some extent even if they didn’t follow the frameworks of TBLT and their implementation is unsatisfactory. It is also found out that teachers implemented and performed their roles in the pre-task and the task phase to some extent, whereas students played their roles in the task cycle phase. However, the post task phase, language analysis and practice activities, was totally neglected by both teachers and students. Finally, it was recommended that teachers should follow the frameworks of the approach for better implementation and they should follow/perform their roles in each task phase of task-based language teaching