The communicative language teaching (CLT) approach has been extensively used in English teaching in recent decades. Many scholars have investigated CLT and English teaching from various perspectives, but few have examined teachers’ attitudes towards the CLT approach and its usage in English grammar teaching. This study aimed to investigate the rationale, the teaching effects and suggestions of English teachers in using CLT in English grammar teaching in China colleges. A qualitative research method was adopted and data was collected through an open-response questionnaire from 13 English teachers of 6 universities in China. The analysis of the data collected revealed that most of the China English teachers used CLT. Their rationale for using it are summarized in this study. The results show that CLT positively affects China college students’ English grammar learning despite some limitations, especially in cultivating their communicative competence, motivating their study interests, and modifying the classroom atmosphere, which also helps build students’ confidence. Moreover, most of the participants recommended using CLT to conduct English grammar teaching, and eight suggestions were presented to help English teachers conduct the CLT approach to grammar teaching. This study could prove a good reference for teachers who would like to teach English grammar under the CLT approach and enhance their understanding of CLT.