Motivation and speaking are highly interconnected as speaking skill is not accomplished unless learners motivated. Studies have been conducted to explore how motivational teaching strategies promote students speaking activities in language learning classes. The purpose of this study is to investigate teachers’ and students’ perceptions of motivational techniques teachers use for teaching English speaking skill in Fogera secondary and preparatory schools grade 11 in focus. This study address three questions: How do students perceive the motivational techniques that teachers employ in teaching speaking skill?, How teachers perceive motivational techniques they use in the teaching speaking skill lesson? And what type of motivational techniques do teacher utilize in teaching speaking lessons? Questionnaire and interview data collection instruments were utilized to get the intended data from 100 sample students and 8 EFL teachers selected using a convenient and availability sampling procedures respectively. From the analysis of the students’ questionnaire, it would appear that both teachers and students have good awareness concerning the role of motivational strategies in improving speaking skill. The students positive result was reported concerning the teachers motivational strategy to create a good relationship with students confirmed by the high mean score (m = 3.88). It is further revealed that students would not be positively perceived the teachers effort to motivate them established in teachers behavior (m=3.203), classroom atmosphere (m =2.913), recognizing learners effort (m=2.91), teachers task, (m = 2.962), learners group (m =2.995), setting goal, (m =3.00) ,L2 related value (3.00)and learners autonomy (m= 2.975), were found to be inappropriate, confirmed by lower means. The results of the teachers questionnaire and the interview is evident to teachers usage of motivational strategies of teachers behavior (m=4.75), creating conducive classroom atmosphere (m= 3.626), recognizing learners effort or achievement (m = 4.22), teachers task, (m =4.048), learners group (m = 5.00), and learners autonomy (m=3.5), were found to be appropriate, confirmed by higher means. This is evident that the teachers had good awareness of the contribution of motivational strategies; they were employing motivational strategies in the speaking Skills classes. The teachers’ efforts in promoting learners’ goal setting were reported to be minimal with a very low mean (2.19).Findings of the study generally discovered that motivational strategies used by teachers in speaking classes were negatively perceived by students, while teachers' opinion of how often they employed these strategies reveals a favorable perception. It is recommended that teachers pay close attention to the everyday achievements and failures of their students in speaking class and feel more responsibility to fix the issue and foster success. Every component of speaking classes should be made as motivating as possible by teachers. For instance, the classroom setting should maintain students' interest, speaking tasks should be appropriate for the students' needs, interests, and abilities, authentic teaching materials should be used to support the speaking lesson, and students themselves should feel thrilled through facilitating speaking exposures and feel in autonomous of their learning. Key Words: Motivation, Motivational Strategies, Tasks, Perceptions.