This study explores Bangladeshi secondary teacher educators‟ experiences and understandings of Communicative Language Teaching (CLT) at secondary level in Bangladesh. It also aims to find out what the opportunities and challenges are for teacher educators who are preparing secondary English teachers to implement CLT in Bangladesh. The study adopts a qualitative case study methodology. Participants in the project are three teacher educators of English from three different government teacher training colleges situated in three different districts in Bangladesh. The teacher educators‟ who were part of the study support an ongoing emphasis on communication in English teaching. They understand CLT in ways that reflect the literature and theory of CLT. However, they also acknowledge challenges in the ways CLT is implemented, in particular a disconnection between secondary teacher education and realities of practice in secondary schools, the relevance of textbooks used, and relationships between teacher educators and trainee teachers and between teachers and students. The study concludes with recommendations for practice and pedagogy in secondary teacher education in Bangladesh to address these challenges.