Analogical reasoning is a basic learning mechanism. Analogy in teaching science is a very popular pedagogical approach in many countries. The use of analogy is not recognized as one of the formal teaching learning strategies to facilitate students' science learning in Bangladesh. In secondary science teaching, teachers' unconscious and unsystematic use of analogy cause misunderstanding for learners which is a barrier to promote scientific literacy among students. This study investigated secondary physics teachers' views and practices of analogy as a teaching learning strategy in the context of Bangladesh. It followed explanatory sequential mixed method design. Quantitative data was collected through questionnaire (Likert scale) from 55 secondary school physics teachers. Case studies were conducted for qualitative data through lesson observations, interviews and document analysis. The findings reveal that teachers consider analogy to be an effective tool, but they have less idea as it was not embedded in any of their professional programs or in-service trainings. It is hard to find any quality source of analogies for secondary physics in Bangladesh. They even do not know about any models of using analogy yet which leads to inappropriate use of analogies. Teachers mostly think that analogy would be more suitable in the context of Bangladesh as we have shortage of instruments and teaching aids. This study will inform teacher educators about the deficiency of guideline for our teachers about using analogy in physics teaching. Textbook writers will also get guideline about which analogies are preferable. Further research can be conducted on which types of analogies in our science textbooks are suitable and which are not. Which models of using analogy are preferred by teachers can also be explored.