This study was aimed at exploring the perceptions of ELIP-Trained subject area instructorsrntowards promoting academic English Learning and assessing their practices in promotingrnacademic English learning. The study allempted to see ELIP-Trained subject area instructors 'rnperceptions and practices in relation to the English language improvement training (ELIP) theyrnhad taken.rnTo conduct the study, descriptive survey method was employed. The study was conducted in ArbarnMinch CTE and the data were gathered from 30 ELIP-trained subject area instructors and 120rnrespective students of these instructors. No sampling was used to draw instructors who wouldjillrnout the questionnaire, whereas systematic sampling was employed to determine studentrnparticipants. The data collection instruments used were; questionnaire (for both instructors andrnstudents), interview (for instructors) and observation.rnQualitative and quanti/alive analysis were 'employed so as to analyze the data obtained throughrnthe instruments used in the study. The quantitative data were analyzed using percentage, meanrnand grand mean where as the qualitative data were categorized and described qualitatively inrnline with the items in the questionnaire. The jindings of the study revealed that ELIP-trainedrnsubject area instructors have a moderate perception towards ELIP training. In spite of their highrnperceptions with regard to promoting academic English, ELIP trained subject area instructorsrnpractices were found to be low in terms of the provision of language use demanding situationsrnwhich would promote academic English learning by students.rnFinally, recommendations were forwarded based on the major jindings. The pointsrnrecommended were: the preparation of materials appropriate to the levels of the trainees;rnextending the scope of the ELIP training from helping instructors improve their English tornempowering instructors to step in to promoting academic English learning in the contentrnclassrooms by the learners; organizing a regular forum discussion on how instructors canrnsupport learners improve their Academic English; collaboration between HDP and ELIP tornenhance the learners involvement in class activities using English; provision of a reading andrnstudy skills training for learners in their jirst year in the college; and formulation of ways byrnconcerned bodies on how to exploit the existing potential area in content areas for betterrnacademic English learning.