This study investigates the status of Communicative Language Teaching (CLT) among the tertiary learners of Bangladesh by examining their beliefs, feelings, and attitudes towards it. The participants are from various departments of a public university where English is taught at least as a full credit course. To gather the data from them, questionnaires were used and interviews were taken. The analyses of both data types show that the students are highly interested in CLT methodology. Depending upon form-based instruction may no longer be effective enough in English teaching here where designing tasks to make them communicatively competent has become inevitable. The results also signify that the learners' need is to be given the prime priority in designing language curricula for them.