Abstract
This study aimed to explore the challenges English language teachers faced in teaching MACs at selected secondary schools in the Gamo Zone of Southern Nations and Nationalities Peoples’ Regional State (SNNPRS). To address this objective, we adopted an exploratory case study design. We selected 65 EFL teachers through a systematic random sampling technique for the questionnaire. Besides, we selected five teachers for unstructured interviews purposively. To organize and analyze the qualitative data, we employed inductive and deductive approaches. The results revealed a wide range of challenges from teacher-related to materials and student-related. Therefore, we concluded that secondary school English language teachers have faced multiple challenges and internalized them and tried to see inward to themselves than externalizing the problems and making other bodies responsible. Keywords: Mixed-ability classes (MACs), MACs challenges, teacher-related challenges, and student-related challenges
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