ABSTRACT This study was conducted with the objective of investigating the practice of lesson plan preparation and implementation of EFL teachers in the classroom. All grade 9-12 English language teachers were selected using comprehensive sampling technique. Grade 11 English language teachers for classroom observation and three grade 12 language teachers and three school principals for interview were selected purposively. The required data for the study were collected through, questionnaire, interview, classroom observation and document analysis. Simple descriptive statistics was used to analyze the quantitative data. On the other hand, thematic analyses were employed to analyze the qualitative data. The result revealed that teachers did not implement their lesson plans properly and clearly, following the principles in ELT literature, Related to teachers’ preparation of daily lesson plan based on the three domains of Bloom’s Taxonomy, teachers did not consider all domains.Only few of teachers tried to practice their role by implementing it by categorizing different domains and this is also checked by the document analysis. Establishing teachers’ interest about the preparation and implementation of daily lesson plan, majority of the English language teachers responded that they never had an interest for preparing lesson plan. Results from the observed teachers and the interviewee respondents that, they did not use their daily lesson plan as frequently as expected. Finally, it is recommended that teachers should make the necessary preparation and implementation of the lesson plan. And the concerned body should also take the necessary actions to improve teachers’ preparation and implementation. .