The purpose of this research was to explore the practices of bilingual instructional language inrnsome selected private primary schools of Yeka sub-city in Addis Ababa. The research hasrnattempted to assess the perceptions of teachers, parents & students in bilingual instruction in thesernselected schools. The research has also attempted to explore why and how private schools usernbilingual instruction, their management of material and human resources and the majorrnchallenges encountered in the program. Thus, in order to address the basic questions of the study,rndescriptive survey method was employed. The instruments used to collect data were questionnairesrnfor teacher respondents, interview questions for education officials, guide line questions for focusrngroup discussions with parents and students, classroom observations were used. Hence, thirtyrneight teachers, ten education officials, twelve parents and eighteen students about a total ofrnseventy eight were the target group participants to give their responses. The data gathered werernfinally analyzed both in quantitative and qualitative terms. The findings of the study havernuncovered that private primary schools were using bilingual instruction with the inadequaternavailability of standard textbooks and trained teachers. The schools had used bilingual programsrnwithout consulting and participating stakeholders especially teachers, students and parents in thernselection of the medium of instruction. The federal language policy established in 1994, calls thernuse of mother tongue as a medium of instruction throughout the primary education. Teacherrntraining should also be in mother tongue instruction; however, teachers in private schools havernbeen trained in English mediums at the college levels and teach first cycle grades. As revealedrnfrom the findings these teachers were not qualified for the level and were not proficient either inrnEnglish language to teach in bilingual instructional programs. From the results of the study, it isrnpossible to conclude that bilingual education in private schools is not effective pedagogically tornachieve the designed educational goal as teachers are not trained in the context of bilingualrneducation. Private schools used English as medium of instruction for market advocacy as if theyrnprovide quality education in English to attract the community. As a result, the provision ofrnbilingual education will have adverse effect on the feeling of children's national identity andrnacquisition of knowledge where foreign language of instruction is not mandatory in the context ofrnAddis Ababa. As the primary objective of education entails, it should be emphasized that qualityrneducation is the delivery of education which will best allow students to achieve high-levelrnacademic proficiency across the Curriculum. The language education policy and practice shouldrnbe to support this objective. The interest of the learners, availability of human and materialrnresources and including professional support should be considered to conduct bilingual educationrnwhen it is necessary to achieve the intended educational goal in light of pedagogical science