The purpose of this study was to investigate EFL students’ perceptions and EFL teachers’ practices regarding classroom interaction activities in speaking classes at Diaspora Secondary School for grade 9 students, located in Bahir Dar City Administrative. To this end, the study employed a descriptive method with a mixed approach. The study aimed to assess the extent of perceptions and practices related to classroom interaction activities in speaking classes. For this purpose, 112 students and 3 EFL teachers from Diaspora Secondary School were selected. The 112 students were randomly chosen for the questionnaire, and data were collected from the 3 purposefully selected EFL teachers through purposive sampling, which included 9 observations (3 sections for each EFL teacher). To gather the necessary data, both a questionnaire and observations were used. A five-point Likert Scale questionnaire collected quantitative data from the students, while observations provided qualitative data from both students and teachers. The quantitative data gathered through the questionnaire were analyzed descriptively using frequency and percentage, whereas the qualitative data from classroom observations were analyzed narratively to support the results from the students’ questionnaire. The findings of the study revealed that students had negative perceptions of most classroom interaction activities in their speaking classes. Additionally, the study found that EFL teachers rarely conducted speaking skill activities, and when they did, they did not motivate students or provide feedback. The activities were limited to a few common ones, and teachers failed to use a variety of techniques for presenting speaking skill activities. Finally, recommendations were made based on the major findings to minimize encountered problems and enhance the implementation of classroom interaction activities in speaking class.