English remains an important resource, especially in formally colonised countries where it is spoken as second language. English is the official language in Zimbabwe, while all other indigenous languages remain national languages. English is the medium of instruction from the fourth year at primary school level up to tertiary education in all subjects except indigenous languages. English is a prerequisite to secure employment and placement at training colleges. In spite of the fact that more lessons are allocated for the teaching of English than any other subject at primary school level, the pass rate remains the lowest. There is a common observation in Zimbabwe that primary school learners are not proficient in English. Furthermore, the use of Communicative Language Teaching (CLT) is fraught with problems. However, there seems to be a dearth of studies on the implementation of CLT – specifically in primary schools where the crossover from mother tongue to English takes place. This study seeks to contribute to the body of research by examining how primary school teachers implement CLT in primary schools in the Harare Metropolitan Province of Zimbabwe. The study is located in an interpretive paradigm and follows a qualitative approach. The qualitative research draws from a single case study design to examine how primary school teachers in Zimbabwe implement CLT. Purposive sampling was used to select five participants from five primary schools to provide a deeper understanding of how CLT was implemented. Data were collected through non-participant observations and semi-structured interviews to determine teachers’ perceptions of CLT. Document analysis was used to review teachers’ scheme-cum-plans and to determine the kind of activities and mediation tools that teachers use to implement CLT. The study established that CLT was not implemented effectively in the selected primary schools. Although CLT is partially implemented in Zimbabwean primary schools, teaching is still characterised by traditional methods of language teaching. This study revealed that teachers did not have adequate knowledge of CLT and as a result were not aware that they should use socio-culturally related topics, activities and learning aids to implement CLT in their English lessons. The teachers themselves were not proficient in English since it was their second language (L2). The study also revealed that there was a lack of material resources to implement CLT. Based on the findings of the study and reviewed literature a model is proposed for implementing CLT in primary schools that may result in learners becoming communicatively competent users of English.