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The main objective of this study was to examine factors that hinder the implementation of CLT in Assosa secondary school grade 11th students. A total of 116 grade 11th students and three EFL teachers were selected in a random sampling method. To collect the necessary data the researcher applied three data gathering instruments, questionnaire and classroom observation for both teachers and students, and interview only for teachers. The quantitative and qualitative data gathering through these instruments were analyzed thematically and presented in narrative form. The result of the study indicates that EFL teachers‟ methodology of teaching does not go in line with the principles of CLT .It also indicates that comprehensible input that can drive the students to the language tasks was not given attention by the teachers. Administrative related problems and CLT related problems were also identified. Teachers centered approach, giving more attention to language from and lack of sufficient preparation and problems of comprehensible input were among the serious constraints. The result also reveals that low students motivation in EFL class. Absence of organized teachers support in EFL class, classroom size and lack of resource to support language activities are among factors that negatively investigate on the implementation of CLT.As result teachers in-service training by the Ministry of Education and other stake holders is recommended for teachers professional development and creating a school situation for students to practice CLT in the form of English language club or ELC center.
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