This study was conducted in Arbaminch College of Teacher Education. Thernmain purpose of this study were to explore college EFL instructors' andrnlearners' perceptions of TBLT and to assess the degree they practice TBLTrnprinciples in their classes in the college context.rnThe data were collected through questionnaires (for both Instructors andrnstudents), classroom observation and interviews (for both teachers andrnlearners. Students' questionnaire, which has four parts, was designed based onrnthe principle of TBLT and translated in to Amharic for easy understanding ofrnthe students. The questionnaire was given to all (12) Instructors of the collegernand 60 students who were randomly selected from 1st and 2nd year languagernstudents.rnThe lesson observation was done on three different instructors with the help ofrnco-observer, and the interview was administered with three instructors andrnfour students (out of the total subjects of the questionnaire).rnThe overall findings of the study showed that the majority of teachers and morernthan half of learners under the study had high levels of perception about TaskbasedrnLanguage Teaching theories. However, the study conversely reveals thatrnthere is a clear mismatch between what teachers and learners perceive aboutrnthe Task-based Language Teaching method, and about what they actuallyrnpractice in EFL classes. Therefore, in order to avoid this mismatch training isrnnecessary for instructors and students. Moreover, the concerned bodies shouldrncreate suitable conditions, which are essential for the implementation of TBLTrnin the college.