The proficiency of Bangladeshi students in English often remains inadequate after 12 years of instructions in the language. This raises a great deal of national debate as to what constitute major flaws in teaching the language. The areas that frequently come into focus are designing of textbooks, evaluation system, qualifications of teachers, and language teaching methodology. However, systematic study in each of these areas is still relatively rare. In order to address the situation, the book examines the current language teaching practices at secondary level in Bangladesh. In doing so, it looks into the language teaching procedures both from the perspectives of teachers and learners. It is hoped that this will provide valuable insights into the Bangladeshi classroom which will in turn inform us of the measures that can be taken to overhaul language teaching practices. Apart from Bangladesh, the book has its relevance to countries where English is taught as a foreign language.