The main purpose of this study was to explore the implementation of information technologyrncurriculum for OBTVET status in Burayu TVET Institute and to suggest necessaryrnrecommendations. To investigate the observed constraints descriptive design was selected, tornthis end, all (6) teaching staff and 52 level II and III randomly selected students of therninstitute were used to fill the questionnaires. In addition to the questionnaires, interviews,rnFGD (focused group discussion), document review and observation had been used.rnAccordingly, the data obtained from different sources were analyzed using both quantitativernand qualitative methods. The results obtained revealed that availability of teaching staffs inrnterms of educational qualification were seen being sufficient, but their experience in teachingrnIT in the institute is insufficient. For both levels (II and III) the turnover of trainers is being arnchronic problem that cannot be overcomed by the institute itself. There is no guidance andrncounseling service in the institute, and hence trainees were not in a position to get help inrnrelation to some social, economic and academic problems. Allocated financial and materialrnresources were insufficient. Besides these constraints, the implementation of informationrntechnology curriculum had been affected by mismatch of teachingâ€learning process withrnOBTVET requirements. This was resulted from limited awareness of the teaching staff.rnOromiya TVET agency should give due attention to the teaching staff and facilitation ofrnteachingâ€learning resources as well as provision of short term training to support OBTVETrnpractices. Moreover, the institute needs to work in collaboration with Burayu cityrnadministrators to alleviate shortage of training and demonstration equipmentâ€™s and to enhancerncooperative training