vii • .. . , This study aimed at investigating students' and l'FL teachers' attitudes and beliefs in ~'°PracticUig peer-led team learning (PLTL). The study was designed on descriptive survey and the target population of th~·s study was four secondary and preparatory school English teachersand grade 11 students in one preparatory school. In this study 40 teachers were included using comprehensive sampling and made to fill the teachers' questionnaire and out of 270 grade 11 students 90 (about 33%) were selected using systematic sampling and made to fill the students' questionnaire. Moreover, nine students and six teachers were in• terviewed using semi-structure interview. Quantitative data were analyzed using descriptive statistics (frequency, percentage and mean) and the qualitative data were analyzed and discussed qualitatively, The findings suggest that both students and teachers haveJ)ositive attitudes toward the implementation of peer-led team learning; however, it was also found out that there were some challenges for proper implementation of peer led team learning. One of the areas of challenges for teachers in using peer-led team learning was that lack of awareness about the use of team learning in their classes and the other was the challenge to assess each team member .It was then recommended that workshops and trainings should be designed about the basic concept and implementation of peer-led team .Jearning. It was also recommended that virtual committees, who train, organize, supe~e and support teachers and students and teachers should be established in schools .