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This study explores the knowledge and perceptions that language teachers hold of the implementation of the communicative language teaching approach in their teaching context, a language centre of a public university in central Mexico. To collect data, a questionnaire was disseminated among teachers of different languages including Spanish, Nahuatl, Italian, German, French, and English. Data on teachers’ knowledge of the approach were included to discuss the reported use of CLT in their teaching activities. Then, inferences were made based on the contextual elements surrounding each language. The findings in this study provide evidence that there may be specific factors in each language that may foster or hinder the implementation of CLT principles.