The purpose of this study was to explore EFL teachers’ perception and their practice of teaching it (the case of grade 11 teachers at Koma, Mikrie and Mekane Eyesus secondary and preparatory schools). In addition to this the researcher wanted to explore the extent which teaches teach writing tasks as they perceive it. The study employed a descriptive survey method. The data in the study were collected through observation, questionnaire and interview. The questionnaire data were collected from 315 grade 11 students who were selected using lottery method and 30 grade 11 English teachers, who were selected using compressive sampling technique. The observation and interview data was collected from 5 EFL teachers who were selected using lottery method. The data were analyzed quantitatively and qualitatively. The questionnaire data were analyzed quantitatively whereas the observation and the interview data were analyzed qualitatively. The findings of the study show that teachers have positive perception about the teaching of writing tasks. However, teachers and students didn’t implement the writing tasks in different stages of writing process. The teachers gave oral introduction. They didn't make students discuss in group and prepare an outline and mind map. The teachers gave little support for students in while and post task phases. What the teachers did in the post task phase was giving general comment. The students did not rewrite their first draft. The result of the study also shows that the teachers didn't make students practice the writing tasks regularly, didn't help students in different stages, and didn't give comments as the teachers perceive. The conclusion made from the study was that EFL teachers have positive perception about writing tasks, but they give less attention to the implementation of writing tasks. Therefore, it is recommended that teachers and students should play their role effectively and should implement the writing tasks following the stages of writing.