The main purpose of this study was to investigate EFL teachers’ perceptions and practices of task-based language teaching (TBLT) in five selected preparatory schools in Dangila city and dangila woreda. All the 30 EFL teachers of the selected sample schools were comprehensively included in the study as a source of data. Convenient and comprehensive sampling techniques were used to select the sample schools and the participants respectively. After the data were collected through questionnaire, observation and interview, the analysis was carried out both quantitatively and qualitatively. In other words, close-ended questionnaire items were analysed quantitatively using descriptive statistics such as frequency and percentage and the data obtained from open-ended questionnaire items, observation and interview were analysed qualitatively using words. Following the data analysis, the findings revealed that the majority of EFL teachers seemed to have positive perception towards TBLT principles, but they practiced it to some extent regarding its principles and methodologies because of different challenges including; shortage of time to complete tasks, large class size, low language proficiency level of students, lack of authentic materials, lack of learners’ interest and difficulty in assessing learners’ task-based performance. Some recommendations were also forwarded based on the findings.