Abstract The purpose of this study was to explore factors affecting implementation of active learning approaches including attitudes of practitioners and the implementation of these approaches in mathematics education. A study was carried out through both qualitative and quantitative approach. It was conducted in Sekota and Wagsyum Admasu general secondary schools. The data were collected from 1300 student’s sampled 93 students and all 18 mathematics teachers of these selected schools. In the selection of the sample population Purposive and simple random sampling were used. The main instruments of data collection were questionnaire, observation and interview. The data were analyzed using percentage, mean and frequency distribution table. This was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 8 lessons were observed while the teachers taught their mathematics classes (two teachers from each of 2 sample schools were twice observed). In addition, semi-structured interviews were conducted with 2 mathematics department heads and 4 of the observed teachers. The findings of the study revealed that the main implementers of active learning (teachers and students) have positive attitude towards active learning approach. In spite of their good attitude, their practices of active learning were low, teachers’ and students’ tendency towards traditional method, lack of teachers’ commitment as much as possible to implement by using available resource and their knowledge, shortage of time, lack of instructional material and large class size were the major ones. Improvement is needed for school situations, providing classroom and make number of learners standard per class, teachers should be committed to conduct AL as much as possible and provide training which support teaching and learning activity in school were recommended.