Bilingual education has been a focus in Taiwan especially alter the educational reform in 2002 (Ministry of Education, 2003). With the educational reform, many teaching methods and approaches had been explored and implemented recently to enhance English as a Foreign Language (EFL) education. The traditional teaching approaches focused on the drills such as teaching students' subordinate language skills, or dividing students into different levels according to their mastery of language. Doing translation exercises, mimicking, and memorizing dialogue patterns were examples of the typical classroom activities which result in EFL students' lack of communicative competence. Learner-centered approaches had become the current trend and are gradually replacing the traditional EFL teaching approaches. Learner-centered education focused on maximizing learners' needs for meaningful communicative opportunities in students' second language (L2), promoting learners' active engagement in the classroom, and emphasizing learners' primary role in the learning processes. The main purpose of this study was to compare teachers' and students' preferences in various EFL instructional activities; examine how well teachers were aware of their students' learning preferences; and provide suggestions or alternative teaching ideas to promote classroom interaction and effectiveness. The subjects of the study were Taiwanese EFL college students. The teacher participants were English teachers employed or had been employed in Taiwanese colleges or universities. This research design utilized both qualitative and quantitative methods with more emphasis on quantitative method. The survey contained a six-point Likert Scale questionnaire and open-ended questions to collect EFL students and teachers' perceptions and attitude in implementing various classroom activities. Descriptive statistics were implemented for data analysis and to determine if there was significant difference or mismatch between the perceptions of two group participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]