The study explored practices and perceptions of grade nine EFL teachers and students of task-based instruction (TBI) in E FL writing classes at Adi-Arkay High School. A descriptive survey design and mixed methods were employed. Of 340 students, 68 of them were chosen through systematic random sampling. Classroom observation, questionnaires, and interviews were conducted to data gathering tools; observations and questionnaires were analyzed quantitatively, while the interview data were qualitatively or thematically analyzed. The findings indicated that students regarded task-based instruction as essential for enhancing their writing skills. Furthermore, English language teachers believed that TBI could help students improve their writing abilities. However, practices such as sentences completing writing, practicing free writing, letter writing, and. practicing filling in gaps information and dialogue -writing conversations between characters were practiced at a low level and less frequently. Additionally, genres like practicing essay writing, practicing report writing, Practicing Short Story writing, practicing descriptive paragraph writing, and diary writing were not practiced in English language writing classes. The study also highlighted that teachers did not provide feedback and adequate support for students‘ work. It recommended that English language teachers receive training on practices task-based instruction and create tasks that encourage the development of writing skills among learners.