This study aimed at grade 10 EFL teachers’ beliefs and practices in teaching speaking skills at Sanka and Angot Secondary Schools of Gubalafto Woreda. To this end, a descriptive case study design was employed. The total population of the study was 4 English teachers. The samples of the study were these four English teachers. The sampling technique the researcher employed is comprehensive sampling as they were the totality of teachers involved in the study from the two schools. The data was collected through interview and classroom observation using audio and video recorded and then the researcher transcribed and analyzed the data qualitatively. Accordingly , the teachers participated in responding to semi structured interview questions. Classroom observation was held twice in four target sections from the aforementioned schools taught by different teachers. The findings of the study revealed that there existed little congruence between teachers’ beliefs and practices regarding teaching speaking in EFL classrooms. The reasons that brought about lack of sufficient congruence between teachers’ beliefs and practices were found to be lack of overall language capacity, psychological barriers such as fear, anxiety and lack of self-confidence, lack of prior experience and target language exposure on the part of students; the tendency to use traditional teaching methods such as question and answer, lecturing and explanation and ignoring other current teaching methods such as story- telling, picture description, role play, drama, meaningful discussion and debate on the part of teachers. Other teacher related problems that contributed to the mismatch between teachers’ beliefs and practices in teaching speaking were teachers’ failure in using appropriate teaching materials such as posters, pictures, real objects, brochures and leaflets, audio cassettes and newspapers and magazines. T he findings further depicted that teachers and few good students controlled the speaking sessions while the majority of the students did not get opportunity when they try to speak in the target language. Finally, it was recommended that teachers should avoid their tendency to use traditional teaching methods and use contemporary teaching methods that they don’t frequently use in their EFL classes. They should also reduce their talking time and increase students’ talking time by providing the majority of the students the opportunity to speak in English. It was also recommended that teachers should use teaching materials which are in line with students’ interest and ability and help them to learn authentic language. Students should develop interest, avoid fear and become willing to speak English in the classrooms despite their low overall language capacity.