ABSTRACT The main purpose of this study was to assess the classroom practices of grade 11 English teachers in teaching listening comprehension of the current Ethiopian English course book. To gather the necessary data for the study, content analysis, and questionnaire and classroom observation were used. The research design used for this study was descriptive design. For analyzing the data, based on the nature of the data generated from the instruments, a mixed type was employed. For the content analysis and classroom observation, qualitative type was used; whereas, quantitative type was used for the questionnaire. By using the nine items of a checklist, all the 35 contents of the listening lessons under the listening section of the new course book were analyzed descriptively. Using a comprehensive or an available sampling method, the two preparatory schools, all the 10 sections of grade 11 and the 5 grade 11 English teachers of Kombolcha and Millennium preparatory schools were selected as samples. All the 5 grade11 English teachers were observed for four times while they were teaching listening lessons. After that the 5 grade 11 English teachers filled in a close-ended questionnaire. To verify the data collected from these teachers through questionnaire, then by using simple random sampling 83 samples from the sampling frame of 550 students of the two schools were selected and administered similar questionnaire.75 of the students returned the questionnaire. Using frequency and percentage, the responses of the five teachers, seventy five students through questionnaire and the findings of the observed classroom of the practices of teaching listening comprehension, descriptive analysis was utilized for analysis. The analysis showed that there has been a discrepancy between the practices of teachers in teaching listening comprehension and the instructional methods of teaching listening recorded in the new course book. The main factors for teachers’ failure for not implementing the suggested instructional procedures of teaching listening could be: lack of proper training of the introduction of the current course book, the lack of necessary equipment for teaching listening and lack of teachers’ motivation. Therefore, it was recommended that by the integration of the administrative bodies from the higher level of the Ministry up to the school level, teachers should be involved in every activity of the language teaching program and be offered the ‘proper’ in-service training and support. Schools also should be equipped with audio/video recordings and a universal information center in order to teach listening comprehension successfully. Moreover Teachers should be motivated to update themselves to keep up with the recent methods of teaching listening.