This study explored the practice of Student-Teacher's oral interaction in EFLrnclasses: Pawe Preparatory and Senior Secondary School, in Benishangul GumuzrnRegional State is the focus of the study). The study involved 93 participants outrnof 278 grade 11th students. In other words, the study covers 1/3 of the targetedrnpopulation. It also included 4 randomly selected English teachers. As thernstudents were grouped into 4 sections, simple random sampling techniques werernemployed to determine the specific representative sample wanted from eachrnsection. To collect data from the subjects, the study utilized observation usingrnaudio recordings as a major tool and questionnaire for both students andrnteachers. Two selected sections were observed twice each. The recordings werernplayed repeatedly to see, the amount of talking time, the questioning practices,rnwait time, and the provision of feedback during student-teacher's 'Oral interactionrnpractices. The talk was analyzed based on the Flint system adapted fromrnMoskowitz, 1971. The questionnaires of both the s tudents and the teachers werernanalyzed by grouping the similar items together using tabular frequency andrnpercentage. The results showed that teachers dominated the amount of talk, theyrnforwarded short answers and/ or knowledge or factual information questionsrnand none of the students in tum asked the teacher question, not tolerating tillrnresponse came from the students, intelTupting learners while expressing theirrnresponses/ ideas for elTor cOlTection are the results obtained. Besides, fear tornspeak in front of the class, inability to understand easily the teacher's instructionrnand inconvenient classroom seating which impedes s tudents' oral practices werernwhat they considered as the barners of their oral perfonnance development.rnThus, based on the findings, conclusions were drawn and recommendationsrnwere made.