Task-Based Language Teaching (TBLT) is a learner-centered approach aiming practical and interactive tasks with high potentiality of English language learning. The study aims to investigate teachers' outlook on the challenges and benefits of implementing multi-modal Task-based Language Teaching in under-resourced EFL context focusing on an Asian country named Bangladesh. A mixed- methods research design is adopted involving 100 academic participants to identify teachers’ perception, practices, challenges and some suggestions for further improvement in resource scare classrooms. However, there are some issues in under-resourced classrooms like Bangladesh where its practical implementation is hindered. These issues count technological limitation, lack of professional training, workshops, large number ofstudents and insufficient administrative support. The findings reveal thatwhile teachers clearly understand the concept of TBLT and its positive outcome in language teaching, infrastructural and professional development related issues create obstacle in the implementation process. The study also provides some suggestions to fix hurdles such as professional growth, sufficient resources, and institutional support to enhance TBLT application in resource-limited contexts and recommend areas for future research.