The main purpose of this study was to inves tig.c;rte high school English languagernteachers' beliefs about grammar and teaching methods, and their actualrnclassroom practices. It was particularly targeted at revealing whether thernteachers' actual classroom practices diverged from or converged with their belief s .rnThe need for uncovering such issues sprang from the fact that teachers 'rnpedagogical beliefs are believed to influence their instructional judgments andrneducational outcomes. The required data for the study were gathered throughrnquestionnaire, classroom observation and focus group discussion from highrnschool teachers. To analyze and interpret the data, the researcher used both thernqualitative and quantitative methods. The results of the questionnaire generallyrnindicated that teachers believe in the positive eff ects of the inductive grammarrnteaching approach and communicative language teaching to enhance students'rnlanguage competences. The actual classroom practices, however, immenselyrndeviated from their expressed beliefs. It was also found out that the teachers hadrnunfavorable beliefs about tralIitional teacher-centered approach. The actualrnclassroom did not, however, commensurate with the teachers' beliefs. Thesernclashes are against what some scholars in the literature say about the decisiverneffects of teachers' beliefs to guide their clas s room practices . It was then pointedrnout that these discrepancies between teachers ' beliefs and their activities couldrnaffect p edagogical outcomes, and it was generally concluded that such disparitiesrncould have contributed their shares to the deterioration of high school students'rnEnglish proficiency. Finally, it is recommended that the Minis try of Education,rnteacher educators and other concerned bodies should exert a maximum effo rt tornreconcile the teachers' beliefs and their classroom practices to alleviate thernnegative impacts on the effectiveneSS of English language teaching.