The study was conducted to explore English teachers' beliefs and practices ofrnlowering affective filters in EFL classes. Some basic research questions, like, 1) tornwhat extant do English Language teachers have the knowledge about affectivernfilters?,2)to what extent do teachers attempt to minimize the negative influence ofrnthe affective filters during teaching speaking?, 3) what practical techniques werernused by teachers to foster speaking skill of the learner by lowering the affectivernvariables? To answer these questions three tools: FGD, observation, andrnquestionnaire were deployed. FGD was used mainly to grab teachers' belief;,rnobservation was deployed to see the practices of teachers in real classrooms;rnand the questionnaire was used to get evidence from the students. The datarngathered was analyzed qualitatively and quantitatively. The findings revealedrnthat English teachers in the school had good awareness about affective filtersrnand they were using different practical techniques to combat the negative effectsrnof affective filters . Though the teachers were doing a good job in loweringrnaffective filters, this study didn't neglect some gaps on which teachers need tornfocus. It was recommended that English Language teachers of the school shouldrnenrich themselves with up to date knowledge of FL teaching, should be alert tornknow and tackle some psychological problems in FL classes, should not ignorernsome useful techniques of lowering affective filters like students' constructivernpeer correction. Experience sharing between teachers, conducting action researchrnto improve students' English speaking skills and arranging some extra times forrnimproving English speaking were also among the issues recommended.