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The study investigates the hypothesis that language teaching in secondary schools does not correspond to the requirements claimed by the labour market. Is it because of the insufficient teaching methods, or the poorly organized and compiled syllabus? Oris it because of deficiencies of the individual regarding communication skills? Can it be the lack of experience? In what percentage may the lack of feedback be responsible? Are there any differences between secondary school and language school English teaching? Are language schools more practical, and aim-oriented? The study examines and analyses the possible reasons of this phenomena, including literature overview, assessment of coursebooks and teaching techniques, and analyses the responses on the questionnaires distributed in secondary/language schools, and in the field of labour market.