This research investigating the implementation of constructivist teaching techniques, challenges and opportunities of an English foreign language teacher in Beseka Secondary School, grade nine writing class in focus. The nature of the study can be descriptive study. The population of this study consisted the entire English foreign language teacher and grade nine student in regular programmes in all the tertiary institutions in Akaki Kality Sub city in Addis Ababa in the 2016/2017 academic session, which were 720 in number. The sample size for the study was 84, which is 10% of the entire population. The major research tool used to gather data was observation. The second tool is semi structured interviews for teachers. The third one was questionnaires administered to teachers and students who were selected randomly from grade nine students. After the data had been collected the responses to the questionnaire part and information obtained through observation and recordings were counted and tallied then, descriptive statistics were employed in analyzing the quantitative data while content analysis was applied in analyzing the qualitative data. The collected raw data was analyzed using mean score for quantitative method of data analysis and qualitatively interpretation to ensure the reliability and validity of the collected data. Findings revealed the challenges and opportunities of an English foreign language teacher in Beseka secondary school, grade nine writing class face and also indicated that these challenges negatively affect the academic performance of these students. Based on the findings, some recommendations were made which includes that students must have the behavior of cooperating, helping one another to draft or revise what they write and so on. Rather than total dependency on those whom they think are better than them. Also, teacher should show concern by informing students how and when assessments will be and make study materials/resources readily available so as to enable students prepare adequately for improved academic performance.