The major intent of this study was to examine the extent to which collegernteachers ' have been p ossibly involved in action research, their knowledge andrnskills to conduct action research, their attitudes towards action research,rnimpediments which they have possibly encountered in carrying out actionrnresearch, and some of the solutions to these impediments, in Amhara RegionalrnState. To achieve this objective, a descriptive survey method was employed. Inrnthis study data were collected flam teachers and principals throughrnquestionnaire, interview and focus group discussion. The questionnaire consistingrnof 50 items was administered to 104 college teachers whereas the interview wasrnheld with 16 teachers and 8 college principals. Moreover, a focus grouprndiscussion was held with 16 college principals in two eTE in the Region. Fromrnthe administered questionnaire 96.2 percent of them were filled in and returned.rnDepending on the nature and types of the section of the questionnaire, frequency,rnpercentage, mean, standard deviation and chi -square we re employed. As arnresult, the data gained through the open - ended questionnaire, interview andrnfocus group discussion were analyzed descriptively on the bases of commonrnthemes and issues of the respondents' responses.rnAccordingly, the pictures of the analysE.-s appeared to show that college teachersrndid not make cons iderable efforts in undertaking action research (i. e., only 6.19rnpercent of teachers have conducted action research), and most of the teachersrnalso lacked knowledge and skills to conduct action research.rnHowe ver, the teachers seemed to show positive attitude towards action researchrnas one could possibly infer from the attitudes scale of mean and standardrndeviation computation (revealed in tables 12, 13, 14 and 15). In addition, lack ofrnenough time, lack of action research skills, lack of encouragement, lack of actionrnresearch seminars or works hops, lack of action research courses;(less practicalrntraining), lack of collaboration, and emphasizing teaching over action researchrnwere some of the most serious action research constraints (impediments) reportedrnto hamper the involvement of teachers in action research.rnTo thi[.; end, summary and conclusions were made based on the insights gainedrnfrom these research findings. Finally, the researcher forwarded somernrecommendations with the hope of alleviating these impediments and for involvedrnmore teachers to get involved in action research