This study sought to establish secondary school teachers’ interpretation, choice and use of second language theories and approaches in the teaching of English. This was achieved through the objectives of the study which were to evaluate factors that influenced teachers' choice of content, determine theories put in practice by teachers and establish the relevance of teaching and learning activities that were designed to achieve teaching goals. The study concluded that several factors including teacher personality and training and the caliber of learners influenced teachers' choice of the various theoretical approaches that were used. It recommended a refocus on theoretical approaches by all teachers as a way of stemming the crisis that English teaching finds itself in. These are of benefit to practicing teachers of English. English language teacher trainers’ specialists of English language education.