The objective of the study was to examine the current practice of classroom interactions in secondary school mathematics classes. This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behaviors in order to maximize student learning. To assess the objective, two governmental secondary schools were selected in convenient way in West Gojam Administrative Zone, Ethiopia. The sources of information were 200 grade ten and grade nine students and six mathematics teachers. Students were selected using simple random sampling method and their teachers were selected using purposeful method. The necessary data was collected from participating students and teachers through questionnaires, classroom observations and interview. The research methodology used in this study was mixed method approach. The collected data was analyzed using both qualitative and quantitative approaches. The result of the study showed that the current students' classroom interactions in the selected government secondary schools were found to be limited. Both teachers and students did not consider classroom interaction as a day today activity in the teaching learning process of mathematics. Most teachers did not give opportunities for their students to engage in to interactive approaches. Interaction in mathematics classes was affected by teachers' teaching methodologies, students' attitudes, quit short lesson-time, large class size and wide syllabus. On the basis of the findings, it was recommended that awareness should be created to mathematics teachers about the importance of classroom interactions for development of students' conceptual learning.