This study sought to find out the Eclectic Method adopted in teaching English as a second language in senior secondary schools in Enugu education zone. The population of this study consists of all the 10,478 students and 68 English language teachers in the 31 senior secondary schools in Enugu Education Zone. Disproportionate stratified sampling technique was used to select 120 students and 47 teachers. An observational schedule and Likart-type questionnaire were developed and validated for the purpose of data collection. Data were arranged according to research questions and analyzed. Among others, findings of the study were that: not much eclectic approaches are adopted in teaching English as a second language. Based on these findings, the conclusion is that with adoption of the Eclectic approach, it is easier and more possible for the learners to understand second language. Hence, the major educational implication of the findings of the study is that as teaching and learning activities get more complex and dynamic with respect to heterogeneous classroom, adherence to traditional single method of teaching English as a second language will become a big challenge to the classroom teachers and an impediment to achieving the instructional objectives of the subject. It was therefore recommendation that policy makers and curriculum planners should advocate the Eclectic approach to teaching English communication skills at all levels of education.