The purpose of this study was to investigate the practice of active learningrnmethods and to point out factors affecting the implementation of active learning.rnTo conduct the study, case study method was employed. This study wasrnconducted in Hossana College of Teachers' Education.rnAccordingly, the data were collected from all (74j second year prospectivernteachers of English and from all (1OJ EFL teacher educators in the college. In thernselection of this sample population, purposive sampling was used. The main datarngathering instruments were observation and questionnaire. Moreover, interviewrnand over viewing of EFL course modules were used as supplementaryrninstruments. The data were analyzed by both quantitative and qualitativernresearch methods. The quantitative research methods employed were frequencyrncounts and percentages. Open ended questions, interview and overview of coursernmodules were analyzed qualitatively.rnThe findings of this study reveal that both teacher educators and prospectivernteachers have a positive perception towards active learning. Nevertheless, theirrnpositive perception did not help them practice active learning methods frequently.rnThe most commonly used active learning techniques in EFL classes were grouprnwork and questioning. Duly, most of the active learning methods were found asrnbeing implemented less frequently in EFL classes of the college.rnAmong the factors hindering the effective practice of active learning; teacherrneducators tendency towards traditional/explanation method, prospectivernteachers' lack of interest, crowded contents of EFL modules, class SIZe,rninadequacy of instructional materials were the major ones.rnFinally, in order to minimize the impeding factors, based on the major findingsrnsome recommendations were forwarded by the researcher of this study.