This study aims to analyze the perceptions of senior high school English teachers in Banda Aceh regarding the prospects and challenges of implementing the Communicative Language Teaching (CLT) method in language classrooms. Employing a mixed-methods approach with an explanatory sequential design, quantitative data were collected through questionnaires from 30 teachers, while qualitative data were obtained via in- depth interviews with three teachers. The findings reveal that teachers hold a positive perception of CLT, with an average score of 4.16 for the prospect aspect. CLT is perceived as effective in improving speaking skills, building students’ confidence, motivating learners, and supporting the development of other language skills. The main challenges identified include differences in students’ abilities, large class sizes, limited classroom time, insufficient teacher training, and unsupportive learning environments for active English use. Strategies employed to overcome these obstacles include heterogeneous student grouping, the use of code-mixing, and gradual motivation building. These findings confirm previous research while also showing that the assessment systems in participating schools generally support CLT, particularly in evaluating speaking skills and classroom participation. The study recommends enhancing CLT-focused teacher training, reducing class sizes, and fostering a supportive learning environment for active English communication.