Currently, kindergarten school practice shows that the program (kindergarten forrnchildren of age 4-6) is being run by private owners, non governmental bodies andrnmembers of the communities. This setting has now become an issue of debate andrndiscussion among parents, teachers and researchers. Thus, the primary purpose of thisrnstudy is to investigate the issues surrounding the curriculum of kindergarten education inrnSouth Wollo Zone in Amhara Regional state. In order to achieve the purpose of the study,rnthe research method employed was survey method and basic questions were raised forrnteachers,' principals and parents towards kindergarten education. and the problemsrnencountered during the implementation of this set up.rnThe study was carried out in 10 kindergartens in South Wollo. The subjects included 37rnteachers, 3 college instructors, 10 principals acting as directors 2 woreda educationrnoffice experts assigned as "special need and kindergarten expert", olle expert from thernzone assigned as curriculum expert, one regional, one high posted official from MOE andrn15 parents from three kindergartens.rnThe instruments used to gather information for the study were questionnaire, interview,rnobservation, and document analysis. The data obtained were analyzed throughrnpercentages, in a table form and thorough discussion. Based on the analysis made:rnThe unfavorable conditions in schools and classrooms, poor training background of thernteachers to implement the curriculum, the absence of professional support (supervision,rncurriculum revision etc), parents influence, large class size, were found to be the majorrnproblems for kindergarten program not 10 become effective and relevant .rn.. Based on the findings obtained, the following recommendations are forwarded. Providernadequate training and awareness for teachers and parents, so as to apply appropriaternteaching methods so that children can develop peer interaction, in/eresl towardsrnLearning, provide land for the private owners so that they call builcl and accoll/modaterneducative and attractive schools and facilities and adequate materials; and assignrnexperts in each level wlth clear Job descriptions and responsibilities. If these preconditionsrnare not fulfilled, it is hardly possible to attain the desired objectives inrnkindergarten education