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This study investigated the attitudes of Turkish secondary school English-as-a-Foreign-Language (EFL) teachers about various aspects of communicative language teaching, noting difficulties they encountered when teaching English communicatively in the Turkish EFL context. Data collection involved surveys of and focus group interviews with high school and university prep school teachers. Data analysis indicated that the teachers had favorable attitudes overall, and they agreed that group/pair work activities developed oral conversational and communication skills, encouraged student involvement, and increased the quality of language practice and students ' motivation to use English. Nonetheless, there were many constraints to teaching EFL, including the educational system (e.g., large classes and expectations of school administrators regarding classroom management and implementation of curriculum); the students (e.g., lack of motivation to participate); and the teachers themselves. Teachers ' reservations about teaching EFL stemmed from the conflict between what they believed and what they could actually practice within the context of their schools. (Contains 46 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original documen