In an increasingly interconnected and globalized world, there is no alternative to attaining communicative competence in English as it is the primary language used in international affairs. On the other hand, the traditional teacher-centred learning cannot ensure the best student-learning outcome for learning English and therefore, many educationists recommend the introduction of the student-centred learning in the classrooms. Hence, this paper delves into the current practice of student-centred classrooms for learning English at tertiary level colleges in Bangladesh. It also seeks to address the challenges of student-centred classroom for learning English at tertiary colleges in Bangladesh and endeavours to find the solutions to the challenges. For this purpose, twelve (12) teachers has been chosen from four (04) tertiary colleges of Pabna district of Bangladesh. A questionnaire and an interview schedule, containing of both close-ended and open-ended type questions, were used to collect the data. The findings of this study show that ‘lecture method’ is predominantly followed in the tertiary colleges of Bangladesh while very few number of teachers try to practice ‘student- centered learnning methods’ in the classroom. Among teaching aids, ‘whiteboard & marker’ and books are mostly used. The study shows that teachers are facing many problems in the classroom in teaching-learning activities. Based on the findings of the study, some recommendations have been made in order to overcome the challenges and problems with regard to ensure student-centred classroom for learning English efficiently.