The purpose of this study was to examine how preparatory school EFL teachers perceive integrative language skills testing approach and how they practice it. Thus, the study addressed three questions related to (a) preparatory school EFL teachers’ perceptions about integrative language skills testing approach; (b) the practical aspect of integrated language skills testing and(c) the challenges for effective implementation of integrative language skills testing approach. To achieve the objective of the study, descriptive survey method was employed. Seventeen (n=17) teachers from three preparatory schools clustered in one in Ankesha Guagusa Wereda, Awi Administrative Zone were selected in comprehensive sampling method and completed a questionnaire designed to examine preparatory school EFL teachers’ perception and practices of integrative language skills testing approach. From these total participants, five teachers were also selected in simple random sampling technique and participated in a semi structured interview to further discuss their perceptions and practices of integrative language skills testing approach and the challenges in its implementation. In addition, document analysis of the sample schools’ language assessment and testing records, analysis of quiz items, mid exam and final exam test item papers was conducted. The data obtained were tallied, coded, analyzed and interpreted qualitatively and quantitatively using descriptive statistics such as percentage, frequency tables, mean values and narrative descriptions. Findings indicated that preparatory school EFL teachers have high positive perception about integrative language skills testing approach and they use different integrative language test items to test their students’ language skills. The study also disclosed that there are a number of constraints that hinder the effective implementation of integrated language skills testing approach. It is recommended for schools that they should manage the number of students in a class according to the standard of MOE. It is also recommended for teachers to identify students’ needs and problems and create interest and motivation for students to perform well in integrated language skills testing. Study findings provided practical implications for employing integrative language skills testing approach in Ethiopian preparatory schools.