The paper aims to reveal the benefits and challenges of classroom debate for undergraduate students. Speaking is the ultimate target in English language teaching. However, this is the language skill that students struggle most with. Some of the underlying reasons are fear of making mistakes, lack of background knowledge on the subject matter, insufficient vocabulary and grammar. Another significant factor is methods of teaching that might arouse interest, affect willingness to engage in the active learning process or, on the contrary, demotivate learners and hinder participation. The present study attempts to investigate the peculiarities of debate implementation, the role of the given tool in EFL teaching. It is a qualitative descriptive study based on observation method and a questionnaire to gather data on students’ perceptions and attitudes towards their participation in a series of class debating.