Despite the widespread adaptation of communicative approach (CLT) in many EFL contexts, research entails that curricular innovation promoted by the adaptation of CLT in EFL have generally been difficult. Ethiopia as one of the EFL users of English has adopted communicative approach (CLT) at policy level since 1994. In line with this, the curriculum has been reviewed, the syllabus was redesigned, and instructional materials were published and distributed to the respective practitioners, and trainings were given to teachers at all levels of learning. Despite the fact, studies indicate that students’ communicative competence is not the result. The current study observed in to the major factors hindering the execution the approach. So factors related with teachers, students, the education system and factors associated with the approach itself were found to be the sever factors in deterring the application of communicative approach (CLT) in the respective insurrectional contexts. On the bases of the findings, pertinent suggestions were made.
