The major purpose of this study was to assess the action research practices of ELTrnteadlers from the. past to the present (1996 E.C. - ' 2003 E.C.) in CAGPS. The studyrnfurther aimed to assess factors that hinder ELT teachers to conduct action researchrnand to come up with su ggestions for future improvements of ELT teachers inrnconducting action research. To achieve these purposes, a qualitative researrnrnmethod and a case study research design were employed. The data were collectedrnthrough interviews, observation and document analysis. The interviews were heldrnwi th nine EL T teachers, the school principal and the expert at the EDO. Thesernparti cipants of the study were selected through purposive sampling. Afterrnconducting the interviews, observation was carried out. The researcher observed therninternet room, the library, and in and arolmd the offices. The document analysis wasrnalso used to assess the documents such as the EL T teachers' personal profiles, letters,rnand minutes. Finally the data obtained were an alyzed qualitatively on the basis ofrnthei r themes or topics.rnThis study found out that the action research practices of ELT tearners in CAGPSrnwere very low or so limited. The study showed that there was a weak relationshiprnbetween teaching and action researrn practices. At the same time, the study hasrnestablished that both the personal and environmental factors considerably hinderedrnthe ET.T teache rs in conducting action research.rnFor future improvements of the ELT teachers' engagement in action research,rnarrangements and provision of trainings on action research, improving schoolrnfa cili ties and enhancing the support system, introducing the culture of actionrnresearch, improving the incentives, and doing action researrn on collaborative basisrnare the major points suggested by the research participants as the dimensions thatrnneed intervention.