The Ethiopia Education Policy introduced new education policy from the objective-based of learning to competency-based to recognize the implementation of active learning. However, as a practitioner in the field of English language teaching, the researcher observed that teachers still experience dominant roles to guide and control the learning process. Hence, this study aimed to investigate secondary school EFL teachers’ beliefs about active learning and classroom practices in North Shoa Zone (Salale). The researcher used a mixed-method approach to collect data. The study used a simple random sampling technique to select the schools. Data were collected from 72 EFL teachers who teach in grades 11 and 12 in 15 government schools using census/complete enumeration and purposive sampling techniques. The data were collected via questionnaire, interview, and classroom observation. Then, the data were analyzed both quantitatively by using descriptive statistical tools such as mean and standard deviation and qualitatively through descriptive with brief reports following a grounded theory model and teacher’s instructional patterns and students’ behaviors. The findings from the questionnaire and interview revealed that teachers hold strong positive beliefs regarding the contribution of implementing active learning for the students’ learning. Conversely, the results of classroom observation data indicated that teachers predominantly use a teacher-centered approach. This discrepancy is attributed to constraints such as teachers in favor of teacher-centered practice, students’ poor background, and lack of support from stakeholders. These factors hinder the effective implementation of innovative teaching strategies. To overcome these challenges, increasing collaboration among teachers, educators, and stakeholders is important.