In recent years, the number of people who want to learn languages ​​has been increasing. English is considered to be one of the most well-known languages ​​with the largest number of non-native speakers of English. The main reason for learning languages ​​is the ability to communicate in this language, express oneself and understand the interlocutors. Thus, the concept of communicative language teaching (CLT) has emerged in the field of language teaching, which basically involves teaching students how to use the language in real-life situations. There is a need for researchers to examine the current conditions in order to see the point of view of language teachers with regard to facilitating communicative competence in English classrooms. So, this research paper aims to explore the ways how kazakhstani teachers facilitate communicative competence in English classrooms along with identifying benefits and challenges that teachers face while promoting it and emphasizing the procedures that usually take place in the process of facilitation of communicative competence. The qualitative research design was chosen for this research and the data collection tool was the semi-structured interview in which seven kazakhstani English teachers participated. The findings of this study showed that communicative competence best facilitated through interactive practices, and linguistic and cultural differences play a crucial role in facilitating communicative competence.