This study investigated the perceived knowledge and actual practice of Communicative Language Teaching (CLT) among post basic education teachers in Omani schools, along with the influence of gender and length of teaching experience years on teachers’ practice of this approach. It also explored the different challenges faced by teachers when implementing CLT. A total of 122 EFL Omani teachers took part in this study. The respondents completed the following: (1) a twenty-five item questionnaire concerning CLT principles; and (2) a questionnaire regarding the challenges of CLT. The results revealed that Omani EFL teachers have a high degree of awareness of the principles of CLT. However, they practice this approach at a moderate level, while their gender and length of teaching experiences have little impact on their actual practice of this approach. The findings further indicated that the implementation of CLT in Omani classrooms is hindered by: (1) teachers’ lack of training in CLT; (2) lack of time to prepare communicative activities; (3) students’ low levels of proficiency in English; (4) large class sizes; and (5) difficulties assessing the linguistic aspects of the language. This resulted in the drawing up of a number of recommendations.