This paper tried to examine the knowledge and practice of action research among EFLrnteachers in five high schools of Central Zone of Tigray Regional State. The EFLrnteachers' attitude towards action research and their tendency of using the findings tornimprove classroom practices were also the aim of this study. To investigate this problem,rndescriptive type of study method was employed as descriptive method deals with 'what isrnit' i.e. it describes and interprets what exists at present. Therefore, it was appropriate torndescript the current status of action research vis-it-vis the EFL teachers' knowledge andrnpractice in it. With regard to the research methodology, a mixed method approach wasrnused in which the researcher has used both quantitative and qualitative approach andrnbecause of wanting of both generalization and detailed view of the current status of actionrnresearch for individuals. Questionnaires and interviews containing both close-ended andrnopen-ended questions, and document analysis were used in the data-collection process ofrnthis research. 25 EFL teachers and five directors filled questionnaires; 8 of these teachersrnand all the directors were also interviewed. Results from the analysis of data revealed thatrneven though all of the EFL teachers had taken action research and other related courses atrncolleges and universities, they have no adequate knowledge of action research that couldrnbe applied in trying to solve classroom problems and resulted in minimal involvement inrnaction research activities. In addition, they have the problem of fund, time, work load andrnresource. [n spite of all this, they have positive attitude towards action research. Thernfindings from action research done by small number of teachers have not been used andrnshared among teachers. The findings are kept secret with the researcher, not properlyrndisseminated. As a result, it is recommendable that schools and other concerned bodies tornencourage and support teachers to learn and conduct research activities and improvernquality teaching. Teachers should also up-grade their action research knowledge and skillrnby reading different action research references, instead of expecting formal training fromrnministry of education.