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The 21st century requires different and innovative ways of teaching compared to the previous century. As a result, a new and current educational approach called innovative pedagogy comes out as an issue. This study aims to investigate classroom teachers' innovative pedagogical practices with different variables, as well as the contributing or deteriorating factors that affect the relevant processes. The study was designed based on the descriptive survey method in which quantitative and qualitative data were used. The Innovative Pedagogical Practices Scale for Teachers was applied to 961 classroom teachers and the obtained data were analysed with descriptive statistics and parametric tests. Then an interview form was prepared and 30 classroom teachers were asked to fill the form. The obtained data analysed with the descriptive analysis method. The findings showed that classroom teachers frequently use innovative pedagogical practices in their classrooms to fulfil the requirement of the learner-centred educational approach. Besides, teachers' participation in professional courses, the number of scientific events attended and the type of books teachers read were determined to be contributing variables for teachers to implement innovative pedagogical practices. However, the teachers faced such problems as the intensity of curriculum, equipment, and technical deficiencies and inadequate readiness level of students.