The princip:ll purpos o[ this case study was to understand the teaching-learning process duringrnthe satellite TV in. (ruction. The study further examined students and classroom l'eachers' rolesrnduring televised lessons. Problem areas about the use of the new communication technologyrnwere also addressed among other related issues. To achieve these objectives, data were collectedrn[rom Debre Berhan General Secondary School from Grade Nine students and teachers through arnduration of two-month participant-observation, in-depth interviews and related documentrnanalysis. The participants were purposely selected based on their roles, concerns, responsibilitiesrnand cooperativeness and other related qualities. Some thilteen participants (six students andrnseven teachers) were interviewed using open-ended and semi-structured questions in thernconventional (informal) conversation style. As it is true for most qualitative case studies, the datarnwere presented in u.aI:@ive and vignette fonns based on the participants' understanding andrninterpretations in addition to my own reflective analysis.rnThe findings revealed that the satellite TV instruction was predominantly suitable forrninfOlmation transmission. As any traditional .,schools, teaching appeared to be transmission ofrninformation while leaming was considered to receive it. As a result, learning was segregated andrnimportant educational objectives like understanding, critical and creative thinking skills werernbarely addressed.rnBoth teachers and students were disengaged from the teaching-learning activities. Classroomrnteachers appeared to be de-skilled and de-professionalised in teaching since the planning as wellrnas the execution of the pre-packed school curricula were done principally by the televisedrnteachers.rnThus instead of running to teach all students the same thing at the same time in the same way byrnthe same person(s) through the new communication technology, which is associated commonlyrnwith vested interests, context analyses should be conducted to meet the needs of students, therncun'icula and the society at large. It is not appropriate to homogenize what is actually different inrnmany respects