This is a research study conducted on 17 teachers who teach English in Saudi international schools. It mainly aims at exploring teaching practices in these schools in terms of the principles of communicative language teaching (CLT). It also investigates the appropriateness of CLT in this context from the point of view of teachers. Two research tools are used in this study. The first one is a questionnaire taken by 17 teachers. The second tool is the interviews held with four teachers. Several findings have been resulted from this study. First, CLT is found to be the most frequently used teaching approach in Saudi international schools. In addition, some teachers in these schools use other approaches in parallel with CLT. In general, we can say that CLT principles are applied in teaching English in these schools. However, teachers' practices in terms of role of the teacher and role of the learners still do not reflect CLT principles. On the other hand, CLT is found to be appropriate in Saudi international schools from the teachers' point of view; however, teachers see that there are some challenges hindering the use of CLT in these schools. These challenges include the educational system, syllabus outlines and the assessment procedures. One important fact highlighted by this study is the importance of context in language learning and teaching. It shows that some contextual factors may have positive impact on teaching English in these schools. However, other factors may influence negatively on the learning process in Saudi international schools. The following are appended: (1) Exploring CLT Practices in Saudi International Schools; (2) Guided Interview Questions; (3) Certificate of Ethical Research Approval.