​The present study aimed to investigate the degree of mathematics teachers’ use of active learning strategies (ALSs) in their teaching practices and to identify the obstacles hindering their use of this strategy. A questionnaire was distributed to 241 mathematics teachers (of whom 27 were subsequently interviewed) working in public secondary schools in Amman, Jordan. A descriptive approach was used to determine the extent to which the participant teachers use LESs in their teaching practices. The findings revealed that the participants used ALSs to a moderate degree. Moreover, there were no statistically significant differences in terms of gender, academic qualifications, and teaching experience. However, the participants reported impediments to the use of ALSs related to teacher, student, subject, curriculum, and school environment