derstanding how teachers perceive and apply in pronunciation teaching is the heart of this research. The purpose of the study is to explore EFL teachers’ perceptions and practice of pronunciation teaching at Lalibela Cluster Center Primary Schools. The subjects of the study were both grades 7 and 8 English teachers in the three elementary schools in Lalibela Cluster Center. Thus, using convenience non-probability sampling technique, all 30 (20 male and 10 female) English language teachers in the main study and 10 simply randomly selected English language teachers in the pilot study are taken to conduct this research during the academic year 2015 E.C. To this end, descriptive survey research design was employed. For the purpose of gathering sufficient and reliable data, two instruments namely: questionnaire and classroom observation were used. The questionnaire was aimed at exploring teachers’ perceptions and practices on the teaching of pronunciation, and classroom observation was used to gather data about teachers’ practice. The data were then analyzed both quantitatively and qualitatively. The results showed that teachers were found to have a strong perception of the roles of pronunciation while they were found to have a low level of practice. The findings signify that pronunciation instruction is one valuable element in their perceptions. Their classroom practices, however, were greatly different from the perception they possessed about the teaching of pronunciation. There was no significant relationship between their perception and practice. In general, the perceptions and practices mismatch clearly show that the current focus of pronunciation teaching is not on the right way. It is rather downgraded. Therefore, it is important to upgrade teachers, teacher training institutions should also be evaluated, and textbooks need to be reconsidered pronunciation. Keywords: Pronunciation, perception, practice