In Ethiopia, English plays a crucial role in education, business, and government communication, serving as a compulsory subject and the medium of instruction from the ninth grade onwards. Despite its importance, English proficiency remains a significant challenge among both students and teachers, particularly in secondary schools. This study examines the practices and challenges of teaching oral skills in the East Wollaga Zone, with a focus on striking a balance between fluency and accuracy in language instruction. A mixed-methods approach was employed, including a descriptive survey design. Data was collected from 11 English teachers and 272 ninth-grade students across three secondary schools. The research employed questionnaires, classroom observations, and interviews to gather both qualitative and quantitative data on teaching methods, student participation, and obstacles to effective instruction of oral skills. The study found that group discussions, brainstorming, and pair work were the most used methods for teaching oral skills. However, teachers emphasized accuracy over fluency, limiting student engagement in spontaneous communication. Students reported that fear of making mistakes, large class sizes, and the frequent use of the mother tongue during discussions hindered their participation and oral practice. The findings suggest that while teachers employ interactive activities, focusing on accuracy may limit opportunities for developing fluency. Recommendations include diversifying teaching methods, incorporating structured roles in group tasks, and fostering a classroom environment that encourages the use of English. Additionally, addressing student anxiety and providing professional development for teachers could enhance the effectiveness of oral skills instruction.