Active learning strategies are those approaches such as cooperative language learning, project based learning, group discussion, role play, problem-based learning, task-based learning, inquiry-based learning, case studies, simulation, debates, etc. which motivate students to participate in learning approaches, involving them with course material and enhancing critical thinking since they make applications beyond the classroom. Considering the advantages of these active learning strategies over the traditional lecture method, the present study was aimed at exploring the implementation of active learning strategies in EFL speaking classes in the case of Grade 11 students in Meshenti General secondary school. It was also targeted to investigate EFL teachers’ perceptions and practices of active learning strategies in teaching speaking skills. Descriptive research design with both qualitative and quantitative (mixed) approaches was employed. There were a total of 348 grade 11 students found in the six different sections. From these students, 186 of them were randomly selected for the study. Close-ended questionnaire, in depth interview, and classroom observations were the data gathering tools used in the study. Reliability of the questionnaire was checked through the pilot study conducted on the 28 randomly selected students. Both qualitative and quantitative techniques were used to analyze the data. The results of the study indicated that even though teachers had positive attitudes towards the importance of implementing active learning strategies, there observed problems and limitations in its actual practices. There were also challenges associated with the implementation of active learning strategies in the teaching of speaking. These include the presence of large class size, sitting arrangement, lack of interest and frustrations by students to practice active learning strategies, shortage of instructional materials, time constraints to cover topics in the textbook, students’ focus on exam-oriented topics, teachers’ tendency to use lecture method to reduce their workload in practicing active learning strategies, and lack of administrative support. Overall, the study provides valuable insights into the implementation of active learning strategies in EFL speaking classes and highlights areas for improvement in teaching practices