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This article presents the findings of a mixed approach study carried out in seven Bangladeshi primary schools under English In Action (EIA) intervention programme which aims to bring about changes in classroom practices of English teachers. Through teacher training, activity guides and other teaching aids for each grade, EIA prescribes idealized teaching practices for the teachers. This study explores how these teachers implement such practices in their actual classrooms. In order to find out if there is any change in their classroom practice because of the intervention, three different data sources i.e. classroom observations, semistructured interviews with teachers and Focus Group Discussions (FGD) with students have been used. Data have been analyzed under different themes. The findings show teachers are able to implement EIA principles and practices and thereby bring about changes in their traditional classroom practice. They, however, also admit that because of various situational constraints, implementation of these practices is not simple.