The present study was designed to examine the extent to which ELT teachers of threernteachers' training colleges have been possibly involved in English language teaching actionrnresearch, their attitudes towards action research, constraints which they have possiblyrnencountered in carrying out action research, and some of the solutions to these constraints.rnTo this effect, the researcher, with the help of his M.A. thesis advisor, developed andrnadministered a questionnaire consisting of four different sections, and conducted an interview.rnThe questionnaire was administered to 33 ELT teachers whereas the interview was held with 8rnELT teachers and 6 college principals. Depending on the nature and types of the differentrnsections of the questionnaire and the interview both descriptive statistics and inferential statisticsrnwere employed. As a result, the data gained through the semi-structured questionnaire and therninterview were analyzed descriptively on the basis of common themes and issues of thernrespondents' responses. On the other hand, the respondents' responses to section 1 and section 3rnof the questionnaire were analyzed through the help of the following inferential statistics:rnindependent sample t- test, correlations, regression analyses, and one sample t- test.rnAccordingly, some of the results, for example, the independent t-test for the mean scoresrnof the samples seem to show a significant difference between the samples' (B.As' and M.As')rntotal English language teaching experience and their practical involvement in action researchrnwhere the p-value of each is found to be .01 and .04 and statistically significant at 5% level ofrnsignificance. Besides, the regression analyses appeared to show the number of years that thernsamples believed to be involved in action research (espoused beliefs) as the main predictor of therncriterion variable (research in action).rnThe pictures of both descriptive and inferential statistical analyses appeared to show thatrnthe ELT teachers did not make considerable efforts in undertaking English language teachingrnaction research. However, the ELT teachers seemed to show positive attitudes towards actionrnixrnresearch as one could possibly infer from the attitudes scale of one-sample t-test computations asrnrevealed in Table 16. In addition, undermining the role(s) of research, lack of enough researchrnskills, and the insufficiency of English language teaching research courses offered were some ofrnthe most serious research constraints reported to hamper the involvement of ELT teachers inrnEnglish language teaching action research.rnAccordingly, summary, conclusions, and recommendations were made based on therninsights gained from these research findings. Finally, I forwarded some recommendations withrnthe hope that the involvement of college ELT teachers in English language teaching actionrnresearch would help to improve the instruction of English language in colleges, in particular, andrnwould contribute to the betterment of English language teaching in Ethiopia, in general.