The subject of this article, the contribution of learner-centered method on students’ classroom participation, is a burning issue nowadays in Ethiopia. Secondary schools around Ethiopia are going through a tight spot. Few aspects to mention, interests of the teachers to teach, the learners to learn and parents to support their children putting increasing pressure on the schools. The descriptive survey design was employed with quantitative and qualitative approaches. Twenty teachers from each school were approached and recruited for their participation. In regards to the student’s community, 250 of them were drawn from grade 9 and 10 who were attending in 2120/2022 from the five sample schools to participate in the study. Using keywords analysis, themes were derived from participants’ responses and the most illustrative excerpts were extracted. The findings of the study show that teachers in the sample secondary schools were less practiced in engaging themselves in a learner-centered approach. Further, teachers’ experiences of interaction or connection with their students’ parents were limited. In conclusion, the school management, teachers, students, and all stakeholders are expected to ensure learner-center approaches and equip schools with adequate learning resources. This study may strengthen secondary school management, teachers, students and parents to gain a thoughtful understanding of the contribution of learner-centered methods on female students’ classroom participation.