Reviewing the research related to teacher perception of CLT provides insight into teachers’ decisions and instructional practices, while also helping to develop a deeper understanding of the underlying thoughts that influence the level of CLT implementation in classrooms across the globe. This study seeks to discern trends in teacher perceptions and detect gaps in CLT implementation. Studying teachers’ perceptions will help reveal, at least in part, the complexity of teachers’ cognition, intuition, conceptions, and beliefs due to the role of “teachers’ mental lives” in their practice (Yunus, Salehi, & Amini, 2016, p. 21). According to Solis (2015), a belief is a theoretical part of knowledge that is “not founded on rationality but on feelings and experiences,” and is a basis for people to interpret facts and guide their further learning (p. 247-248). This study views teacher beliefs as crucial elements for determining teachers’ positive or negative perceptions towards CLT, which has implications for CLT implementation in their classrooms. Several studies have shown that many teachers have a favorable perception of CLT (Mondal, 2012, Lashgari, Jamali, & Yousofi, 2014). For instance, the study by Mondal (2012) aimed at examining EFL teachers attitudes and perception toward CLT. The researcher observed that Bangladeshi college instructors held favorable opinions of CLT principles as the educators believed CLT made teaching English more meaningful, particularly in comparison to ensuring that students memorized a plethora of grammatical rules and concepts. The instructors thought CLT gave students opportunities to practice using the rules in actual conversations rather than passively attempting to absorb and regurgitate the information outside of a meaningful context. So, they regularly utilized CLT principles in their EFL classroom instruction (Mondal, 2012). In Iran, Lashgari, Jamali, and Yousofi (2014) found similar results in that EFL teachers, in general, had positive attitudes toward CLT while also embodying the fundamental aspects of CLT in their beliefs and their actual instructional practices. In fact, the study participants reported that not only were students able to develop a higher level of communicative competence, but students also managed to improve their understanding of grammar concepts through meaningful participation in language-rich activities (Lashgari et al., 2014). Furthermore, several studies demonstrated that some teachers have a positive perception of the CLT approach while highlighting the benefits of collaborative learning, a specific CLT principle. The teachers reported that group work was important in EFL classes because of the multiple opportunities students had to use the target language in an authentic manner with their peers as they developed more cooperative relationships (Siddiqui & Asif, 2018; Ounis & Ounis, 2017; Jafari, Shokrpour, & Guetterman, 2015). For example, Jafari et al. (2015) conducted a mixed method study that explored Iranian English teachers’ perceptions of the CLT approach. In this study, many of teachers who made specific mention of how they found partner and small-group activities to be particularl