The I//(/il/ pl/rpose "f the study was to investigGle the impact of ELiP training Oil t('(lche rs'rnhehavi"r.,. alld classroom peljormance. To do this, a qualitative case study lII ethod wasrnemployed. Si.r Ellglish language teachers of second cycle primary schools, tll 'O primaryrnschoo/s'/Jrill cipa/s. IlVa ELIP trainers and fl-VO supervisors at Woreda level were il1l !ol ved in.rnIh is sludv. The sllldy employed in-depth interview, focus group discussion alld ciossmol/1.rno"servotioll os lIIeans of data collection instruments. The data secured through thesernillstnll llems Ive re categorized and thematically analyzed. The findings of the stlldy rel'('(t1edrnthat ELiP lrailling had improved teachers' English language proficiencv. Tlw ol1olvsisrnilldicated that teachers confidence in using English while teaching was improved Ivhere asrnteachers' cOlltidellce in using English in th eir spare time was not observed. It lI 'OS/iJIIlld thatrnteachers' call1/n ll/lication skill was not increased. The study also revealed IhatrnC(} IIII1HIIl.icalive language teaching was nOI implemented in m,Osl obse rved classrooms.rnFillal lv, th e/illdings indicated that the support and follow up provided to teachers Ivere notrnsalisf.i,il/g. Conseqllently, it can be said that the ELiP training which was apprecia ted andrnullderstood I,,Â· respondents could not be implemented in the actual classrool/I situ at ion.rnl-f ellce. il lI 'as recommended that providing continuous sllpport alld jill/ow III' j ;wII therncollcemed hodies to help teachers to apply what they have acquired ill the traillillg isrnindispellsahle