This study was mainly aimed at identifying the factors that have facilitatedrnor hindered the implementation of using Awgni as a medium of instruction in thernlower primary schools in Awi zone.rnThe subjects of the study included 80 students, 65 teachers, 10 schoolrnprincipals, 3 woreda education office experts, one zonal education departmentrnexpert and 20 parents, which where selected with purposive and simple randomrnsampling techniques. Interview, focused group discussion, and questionnaire werernused to gather data. Percentage and qualitative analysis were used to analyze therncollected data.rnThe results of the study show that enough time was not provided: to preparerncurricular materials; to prepare teachers, to convince parents, to organize thernoffices and departments, and to prepare and to use long-term plans. Thus, enteringrninto implementation without preparation seems to be the source of the problemsrnthat were created during the implementation period.rnMoreover, poor textbooks, the assignment of untrained teachers, thernassignment of incapable personnel in the education offices and departments, thernshortage and/or the absence of curricular materials, the lack of professionalrnsupport, and the strong resistance of parents were the results of the unpreparedrnenvironment to use Awgni as a medium of instruction.rnHence, it appears to be wise and timely to revise the program as well as torngive explanation to parents about the advantages of using mother tongue asrnrnmedium of instruction. Those concerned especially the education offices,rndepartments and administrative councils at wereda & zone levels should conductrnfree discussions with parents and adjustments should be made based on thernconsensus reached and evidences gathered through follow up and research