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Ianguage teaching and learning process,to evaluate the efficacy of existingmethodology is a norm rather than exception．‘New movements often begin as a reactionto old ones．Their origins lie in a discontent with an existing state ofaffairs’(Johnson&Marrow,1981)．The use of communicative approach in EFL context has been studiedwidely and,has remained an issue of much debate for long．There are many researchestaken to estimate its appropriacy for the non-native countries,yet there is hardly foundany study taken to evaluate its implementation in Pakistan．This was a mixed methodresearch and a triangulation of data source was applied to ensure the authenticity offindings．Two main objectives guided this research：(1)what is the feasibility ofapplying CLT approach in Pakistan in lieu of traditional method,and(2)what are theteachers’perceived difficulties in implementing CLT approach in Pakistani schools andcolleges．An experimental design was applied to evaluate the feasibility of applyingCLT approach at higher secondary level from students’perspective．These questionswere addressed in this part of study：(i)what is the significance of difference in pre—testand post—test achievement of the experimental and control groups?(ii)What is thesignificance of difference between pre-test and post-test attitude of the students in twogroups?The results indicate that the experimental group outscored control group in theachievement post—test．The students’attitude measured on a Liken scale before and afterthe treatment period also witnessed better results after the experiment in favor oflearners placed in the experimental group．Secondly,a survey study was conducted fromteachers’perspective．A semi—structured questionnaire and interview with selectedteachers were used as the research tool．These questions were addressed in this surveystudv：(ⅰ)wha is the teachers’level of understanding about the theory and practice ofCLT approach?(ⅱ)What are the teachers’perceived impediments in implementing CLTapproach at Intermediate level?The results of survey study indicate teachers’wellawareness of the theory and practice of CLT approach;while their perceived difficultiesrelated to(A)the nature of CLT approach,(B)problems related to teachers and students,and,(C)the examination system of Pakistan．Recommendations were made on thebasis of findings that include teachers’training,examination system and syllabusdesign．