Previous research studies have indicated that some educators do not advocate Communicative Language Teaching (CLT) because of their misunderstanding of the methodology. This article explores the relationship between college-level second language (L2) educators' perceptions and their implementations of CLT. The results of this study show that the majority of the participating teachers admitted that they did not understand what exactly CLT meant, but agreed that a communicative approach could facilitate students' learning. These teachers would like to insert a variety of methods in their practices regardless of the rules provided by the program coordinators. The findings also indicate that some teachers advocate for CLT because they believe it is the best way to achieve communicative competence. This study suggests the importance of partnerships between program coordinators and instructors. It also aims to yield insight regarding the design of future language teacher education. (Contains 1 table.)