The main purpose of the 'Study was to explore the match between teachers' and students' beliefs of effective teaching and teachers' actual classroom practice. Both qualitative and quantitative research methods were employed in this study. As for samples and sampling technique, teachers and students in Bahir Dar TVET made up the study population. There . were 199 tea~hers working in different departments in the college, among whom 155 teachers who didn't do education or teaching courses during their college studies at all, or didn't take as many courses as other teachers in the college were purposively selected. Using proportional stratified.samplingrechnique, the researcher selected 55 teachers out of the 155 samples. The other study 'j)opufation comprised of 4339 regular students studying in the college for a certificate or a diploma. Excluding certificate and Level 3 students, the researcher purposively selected Level 4 students as they were a mix of all kind of all kind of students from different departments and different levels of study. Level 4 students totaled l So l.Usingproportional stratified sampling the researcher took 150 samples. For interview 10 teachers. and 10 students were selected. The researcher also selected the same teachers who participated.In the interview and observed them while they were teaching. Besides, documents. were used to gather data from the selected samples. Data obtained through the observations and documents were analyzed against . the reported beliefs whereas data obtained through the questionnaire were analyzed to see if teachers' beliefs of effective teaching match with students' arid their classroom pwctices. All the data analyzed revealed that in contrast to the professed beliefs teachers didn't use appropriate teaching techniques and strategies to actively involve students in ' their lessons and to probe studen_ts' understanding, that they didn't teach well prepared, that they didn't integrate and use different assessment techniques in their lessons and that tµe~ didn't respond to stud~nt misbehaviors in any way. The findings of the study ·pointed -out that teacher' ~ressed beliefs didn't match with students' and their actual classrsom practices. So, this study will have meaningful implications by providing useful insight into beliefs about teaching. and learning and into how to effect changes in beliefs ·. and improve performance of both tea~hers ~nd students. Moreover, it can serve as a rich