Due to its emphasis on fostering students’ communicative ability, Communicative Language Teaching (CLT) has gained the support of many language educators. This essay aims to explain communicative language education, common misconceptions about it, and the causes of instructors’ misunderstandings. It demonstrates two widely held misconceptions about how communicative language instruction should be carried out: communicative skills and the role of the teacher in communicative activities. The following section lists three causes for teachers’ potential misinterpretations of CLT practice. The resources and training available to teachers are insufficient.