Abstract: This research paper explores the perspectives of English language teachers in Libyan public schools on English Language Teaching (ELT) and the challenges they face in the classroom. The study aims to identify the factors influencing the effectiveness of ELT, the role of pedagogical strategies, and the impact of socio-political context on the teaching process. The research uses a mixed-method approach, involving a combination of qualitative interviews and quantitative surveys, to gather data from teachers working in various regions in Libya. The findings suggest that teachers face numerous challenges, including lack of resources, inadequate training, and socio-political instability, which negatively impact ELT in Libyan public schools. The paper concludes with recommendations for policy and practice to improve the quality of ELT in Libya.