The purpose of this study was to investigate teachers' classroomrnmanagement techniques In large Slze English language classes.rnDescriptive survey research method was employed. In order to gather datarnfrom six first cycle secondary schools in Addis Ababa questionnaire andrnobservation were used. The questionnaire was developed to obtain data onrnteachers' actual class size and perception of class size, their attituderntowards large class, large class difficulties and management practices.rnBased on the descriptive analysis made, the result of the study showedrnthat teachers define large class from different perspective. The perceptionrnof teachers also differs from teacher to teacher. Most of the teachersrnconsidered large class size as a place where a number of difficulties occurrnlike content coverage, use of teaching aid, discipline control, evaluationrnand the like. When teachers teach in large size English classes they relyrnmostly on teacher-centred method. It was also found out that they userndifferent classroom management techniques like making eye contact withrnstudents, moving through desks, audible voice projection, giving dearrninstruction and giving pair and group work. The data also indicated thatrnteachers manage discipline, provide/ receives feedback and motivaternstudents in different ways. The data from the correlation also indicatedrnthat there is weak correlation among teachers' age, attitude and practice.rnSimilarly, the independent t-test indicated that there is no statisticalrnsignificant difference between male and female teachers in their attitudernand classroom management practices. Based on the result, it wasrnconcluded that though teachers use different techniques to alleviate therndifficulties of large size classes, the problem seem unresolved. At last,rnbased on the findings, recommendations were made related to specialrntraining for in-service and trainee teachers and further research studies onrnthe area.