The main pllrpose of this study is to investigate the practice and perceptions of Englishrnteachers reading instrllctional phases. 77,e general objeclive of the study is to explore howrnthey implement the reading phases and specifically examine the tasks they use in pre, whilernand post- reading phases, and the problems they encounter in Ihe process. The subjecls oflhernsludy are grades 9 and 10 English language leachers and Iheir sludents offWo privale highrnschools in !-IcIII'assa lawn, SOS Senior SecondCIIY !-ligh School and Comboni ComprehensivernSchool. More specifically, si.r language leochers who have been offering English languagerncourses al grades 9 and 10 levels and two hundred seventy sludenlS oflhese leachers (fiJ rlyrnjive ji-om each leacher) were the subjecis of the study. These teachers and sludents werernrandomly selected by drawing lot. To achieve the purpose of Ihe study, a queslionnaire wasrnprepared and administered 10 studems. 7'l,e olher instrument used to colleci data wasrnobservation. Reading class observation checklist was used 10 observe the reading lessons.rnMoreover, an inten'iew was designed and administered to three randomly ,I-e/ecled Englishrnleachers ji-om both schools. The findings reveal that the allention paid to promoting Ihe usernof associating and creating visual images in the pre-reading stage seemed to be loll'. In thernwhile-reading phase, practicing activities that fos ter student '.I' ab ilities tv draw conclusionsrnand implications ji-om texts lack enough allention. !-Iowever, with regard to advancing thernail/IS of the posl- reading phase, evaillating and internalizing the texts read seemed 10 berndone well. However, the use oflllother tongue, students background, the wash back effect ofrntesls and exalllS and lack of adequate lextbooks have created difficulties for teachers tornemploy Ihe phases of teaching readin?, in their classrooms.