This study aimed to explore hour the perceptions of grade mne English teachersrntowards using the reading strategies in reading was and to investigate how theirrnclassroom practices were on using the strategies.rnIn order to accomplish this study, four high schools, "Waka Tercha, Mari, and Gendo"rnsecondary school were chosen out of the total, 12, secondary schools of schools, inrnSNNPR. This f four high schools were selected randomly of the total twelve highrnschools. The population of the study were 24 (21males and 3 females) grade nmernEnglish teachers. The sampling method was the availability sampling method.rnThe questionnaire was used to collect information about 'Teachers perceptions on thernimportance of using reading strategies' the class room observation was conducted torncollect information about the practices of these strategies, and the interview was usedrnto strategies, and the interview was used to strengthen the information which werernfound in both the questionnaire and class room observation.rnThe data from the questionnaire and class room observation were analyzedrnquantitatively and qualitatively. The results, which were obtained from thernquestionnaire about the importance of reading strategies and from the class roomrnobservation, how they practiced these strategies in the classes were explored. Findingsrnindicated that teachers perceive that reading strategies ploy an important role inrnreading comprehension and it is necessary to teach reading strategy in readingrnclasses. The metacognitive strategies, like "asking comprehension" questions andrn"monitoring" was the most important strategies and the linguistic knowledge strategiesrnlike, grammar, "vocabulary" and "reading "aloud were the least important strategies.rnIn addition to these "translation" "teaching grammar" and "vocabularies" were thernmost practiced strategies and "telling students how to read the passage", 'using visualrnaids', and asking pre-reading questions to arouse students interests' were the leastrnpracticed strategies in the class room. The results also revealed that there isrninconsistency between teachers' perceptions and their classroorr. practices. So, it isrnbetter narrowing the gap between teachers ' perceptions and their classroom practicesrnof strategy based reading comprehensions.