Investigating EFL Teachers' Perceptions, Practices and Difficulties of Learner-Centred Approach in Oman The present study investigated Cycle One Omani EFL teachers' perceptions, practices and difficulties of learner-centred approach (LCA) .The data was gathered by using three instruments: questionnaire, classroom observation checklist, and semi 100) structured interview. The validity of instruments was examined by a panel of experts and the reliability was examined by using Cronbach Alpha and it was found (0.82) for questionnaire and (0.85) for observation checklist. The results showed that Cycle One Omani EFL teachers hold high positive perceptions about LCA. They believe that LCA is important in teaching and learning EFL. Teachers' reported practices reflected a mixture of learner-centred and teacher centred teaching. The results reveal that influential barriers related to lack of time, students' low proficiency level and lack of training considerations have been identified as responsible for limiting the success of the teachers' attempts to implement this approach efficiently.