The current study sought to investigate the Tanzanian EFL teachers' attitudes towards Communicative Language Teaching (CLT) approach. The study was specifically meant to explore teachers' attitudes towards the practice and to establish the extent to which EFL teachers' preferred classroom language T/L activities comply with CLT.

The study relied on the data from teachers in Morogoro Municipality and it aimed at examining their perceptions and attitudes towards CLT. The study used a case study design and it involved ten (10) teachers from five (5) secondary schools in Morogoro Municipality. The study employed Dunkin and Biddle's (1974) model as a theoretical framework.

Data were gathered through attitudinal questionnaire. The findings revealed that most teachers had positive attitudes and perceptions towards CLT. However, their perceptions and attitudes were not congruent with their pedagogical behaviours shown in their language classrooms. It is concluded that the fact that teachers claiming to be followers of CLT while relying on traditional methods of language teaching and learning needs immediate intervention to curb the situation for proper, effective and efficient implementation of the approach. It is recommended that the government review its English teachers' training curriculum so as to ensure that teachers are well prepared, equipped with relevant knowledge and skills to enable them to effectively implement CLT.