The main purpose of this study was to investigate learners’ vocabulary learning strategies and teachers’ vocabulary teaching strategies in English classroom with special reference to grade eleven students in Chet General Secondary and Preparatory School by the year 2022/2024. The participants of the study were 250 randomly selected grade eleven students and five grade eleven English language teachers were taken by comprehensive sampling technique due to their manageable number. To achieve the objectives of the study, descriptive research design was employed. Also, the data were collected through questionnaire, semi structured interview, classroom observation and document analysis. The quantitative data collected from the close-ended questions of questionnaire were coded and filled in the SPSS. Then, different statistical analysis such as frequency and percentage were applied to analyses data. Again, the data obtained from semi structured interview were transcribed and analyzed qualitatively. From the data analysis, different findings were obtained. The study revealed that grade 11 English language teachers used limited vocabulary teaching and learning strategies at Chet General Secondary and Preparatory School. They were found to teach vocabulary via translation often. In the same way, the students hardly employed a variety of vocabulary learning strategies in the target school. They commonly learnt vocabulary through memory strategies, social strategies like asking classmates and using vocabulary notebook. In addition, the vocabulary lessons in the student text have not been presented sufficiently with a variety of vocabulary teaching strategies. Moreover, English language teachers and students were hampered by different difficulties to use vocabulary teaching and learning strategies in vocabulary lessons. The major difficulties were: students’ limited knowledge of English, lack of available materials on vocabulary, the complexity of word knowledge, the difference in the spoken and written form of a word and as well as the grammatical forms of words. Thus, teachers should implement diversified strategies of teaching vocabulary based on their suitability to develop their students’ vocabulary abilities, and students should practice a variety of vocabulary learning strategies ranging from decontextualized to contextualized strategies. The school should also provide all necessary materials for teaching and learning vocabulary such as different English reading books to promote students’ vocabulary knowledge.