The main purpose of the study was to assess the implementation of active learningrnapproach in the Teachers' Colleges of Oromia Region. To deal with the problem, fivernfundamental research questions were formulated that stress on the extent to whichrnactive learning methods have been practiced, perception on active learning, attitudesrntowards active learning, the adequacy of training materials and factors affecting thernimplementation of active learning.rnTo conduct the study, descriptive survey method was employed. It was carried Ollt in thernTeachers' Colleges of Oromia Region and the sample covered three teachers' collegesrnamong five, namely, Adama, Jima and Robe. Purposive sampling was used in thernselection of the three colleges and the stream of Social Studies. Random sampling wasrnemployed to select prospective teachers (300). Similarly, all teacher educators (35) andrnall curricular material writers (12) in the stream of social studies were included. Thernmain instrument of data collection was questionnaire. It was also substantiated withrninterview, observation and documentary analysis in some respects. Then, the data wasrnal).alyzed using percentage. -rnThe findings of the study revealed that the magnitude of praeticing active learning in thernrespective teachers' colleges was low. The main implementers of active learning in therncolleges, namely, prospective teachers, teacher educators and writers of curricularrnmaterials had no adequate knowledge and skills on the issue. In spite of their lowrnperception, the respondents have developed positive attitudes towards the approach.rnThe curricular materials for training were found to be inadequate to implement activernlearning approach. Among factors that influence effective implementation of activernlearning: tendency towards lecture method, dependency of the majority on minority inrngroup work, unfair grading in continuous assessment, shortage of time, shortage ofrnfinance, and unavailability of instructional materials were the major ones.rnFinally, the recommendations were forwarded based on the major findings so as tornminimize and gradually solve the problems encountered in the effective implementationrnof active learning approach