Teaching choices are significantly influenced by teachers’ attitudes and teaching conditions. This study explored teachers’ attitudes towards teaching grammar, focusing on the difference between deductive and inductive approaches to teaching in a foreign language classroom at the high school level. Furthermore, the study aimed to compare (a) teachers’ attitudes towards specific approaches and (b) their actual classroom practices, in order to see if there was a mismatch between the two. Finally, the study analyzed which teaching conditions act as additional factors influencing teaching choices. Teaching conditions included learners’ interests, learners’ language level, available materials and aids, time necessary for preparation and time necessary for realization, as well as anything that teachers had to add. The study was conducted on 65 participants, using an online questionnaire. The participants were high school EFL teachers from Croatia. They were presented with seven teaching scenarios, which they had to rate according to (a) how good they considered the approach and (b) how often they used it in their classroom. Additionally, the participants were asked to indicate how much specific teaching conditions influenced their teaching choices. The assumption was that teachers would find the inductive approaches more appropriate and effective, but would report using deductive approaches more often, due to specific unfavorable teaching conditions. Results showed that most teachers preferred inductive approaches. For most of the hypothetical scenarios presented in the questionnaire, the preferences did match the reported teaching practices. However, the discrepancy occurred in scenarios which were closer to the inductive end of the spectrum. The teachers who preferred the inductive approach in theory, mostly opted for the deductive approach in practice, due to teaching conditions which acted as interfering factors.