The purpose of this study was to find out what kind of learning climate exists in the EFL classroom. To achieve the objective of the study, basic research questions were asked with regard to learning climate factors such as materials, learning environment, teacher-student relationship, student peer relationships and classroom physical arrangements. Descriptive method was used and the study was conducted at Bahir Dar preparatory secondary school in Bahir Dar town. Systematic random sampling was used to select adequate number of respondents. The samples consisted of 160 students and four teachers and additional four students were interviewed. To collect data, questionnaire, observation and interview ware used and analyzed using t-test one sample statistics. The findings revealed that materials were not up to their expectations. They savored the lower scales in the liker scale. The teacher student relation was positive. The student peer relationship was not strong. The classroom physical arrangement had a positive response. The learning environment had a negative response. And finally, it was recommended that teachers acknowledge the importance of immediacy in their classroom behaviour, provide enough time, to avoid excessive ‘on the spot’ correction, use correction code for writing tasks, pay attention to the seating arrangement and relate the materials to the students’ interest, knowledge and everyday experiences.

Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Education in TEFL