The study aimed at establishing teachers' understanding and classroom application of the Communicative language approach to English language teaching. The study was anchored on two objectives namely: teachers understanding of CLT and Teachers' attitudes towards toward the communicative language teaching method. A qualitative research design was employed through the use of face to face interviews. 40 teachers of English who were purposively sampled participated in the study. The findings were analysed thematically. The findings from the study indicated that teachers had low to moderate understanding of the Communicative language teaching method. Other teachers held misconceptions about the method which further misguided their classroom application. One misconception that the teachers held was that CLT encouraged errors and neglected grammatical correctness of utterances. In addition, while most teachers held negative attitudes towards the method, some of them held positive attitudes towards CLT. These attitudes had implications on the aspects and quality of CLT which teachers used. Those who held negative attitudes claimed that CLT was too involving and that it was not modelled on the Exam in terms of its content and general demands. Arising from the findings, the study recommended that there was need for CPDs among serving teachers to acquaint them with the classroom demands of the Communicative approach to language teaching and possibly change their attitudes too.