The main purpose of the study was to investigate the teachers' and students' beliefs and practicesrntowards Active learning in EFL classes of DebreMarkos college of Teacher Education. To dealrnwith the problem three fundamental research questions were formulated that stress on beliefsrntowards active learning, the extent to which active learning methods have been practiced andrnfactors affecting the implementation of Active learning.rnTo conduct the study, descriptive survey method was employed. Purposive sampling was used inrnthe selection of the college and language stream prospective teachers and English LanguagernTeacher educators. Besides, random sampling was employed to select sample prospectivernteachers from the population. Thus, 72 prospective teachers and 13 English language teacherrneducators, that is, 85 respondents participated in the collection of data. Data were collectedrnthrough questionnaire, classroom observation and interview. The data gathered through theserninstruments were organized by using tables and analysis and interpretation was made on the datarnusing quantitative and qualitative methods.rnThe findings of the study revealed that both Teacher educators and prospective teachers havernfavorable beliefs towards active learning. The different active learning strategies were sometimesrnpracticed. That is, pair work, group work, discussion, lecture and question and answer werernemployed frequently. On the other hand, role-playing, peer teaching, project method andrnproblem solving activities were rarely used. However, brainstorming and demonstration werernpracticed some times; and cooperative learning games, debating and story telling were employedrneither rarely or sometimes. Generally, the magnitude of practicing active learning in EFL classesrnof the respective college was low. Amongfactors that influence effective implementation of activernlearning: lack of facilities and materials, tendency towards lecture method, shortage of time,rnprospective teachers' and teacher educators' lack of interest to implement active learning, lackrnof trainings and the design of training modules were the major ones.rnFinally, based on the findings and the conclusions made the following recommendations werernforwarded to minimize and gradually solve the problems encountered in the effectivernimplementation of active learning: continuous and extensive orientations and training, in thernform of workshops and seminars should be offered to teacher educators and prospectivernteachers; facilities like language laboratory and standard library equipped with recent materialsrnshould be established; Teachers should prepare and utilize instructional materials, trainingrnmodules should be prepared in a way to facilitate active learning implementation and anyrnsupport from the college should be given to teacher educators to create a conducive environment.