Abstract Teaching language encompasses more than just teaching the grammatical aspects of a language. The primary goal of language learning was to facilitate effective communication among learners. Recognizing this, educators and linguists have introduced and advocated for Communicative Language Teaching in the EFL classroom. The purpose of this quantitative-method study was to analyze communicative grammar teaching by EFL teachers in CLT method through the presentation of time whether the teaching grammar at the beginning of the class affect EFL learners' achievement of grammar differently than if it is teaching at the end of the class. The study also explored EFL learners' perception and attitudes towards the effect of implementing CLT method in learning grammar. To this aim, the sample of the study was purposefully chosen from Iraqi Adult students who study English and they were all employees at Oil Ministry at pre-intermediate level of proficiency. Data were collected through pre-and post-test, and a questionnaire. The study demonstrates that implementing a communicative method in teaching grammar proved advantageous for EFL learners in enhancing their grammatical proficiency, while also piquing their interest in applying grammar in authentic communication contexts. The novel methodology afforded students the opportunity to engage in communicative tasks and activities for the practice of grammar elements, resulting in an improvement in both their linguistic precision and conversational fluency. The study's results indicated that Communicative Language Teaching (CLT) is an effective methodology for educators to utilize in the instruction of grammar. Furthermore, it serves as a platform for teachers to promote student participation in verbal communication, despite their focus on grammatical concepts. Key Words: CLT, Communicative Grammar, Communicative Grammar Teaching
