The essential and defining characteristics of textbooks are that they arerndesigned for students as written guides to the subject contents of a course of arnstudy. The basic task of a text is the presentation of data from the subjectrnfield, facts, description ... etc. Textbook sets forth relationships in thernorganization of knowledge in varying range and depth depending upon therncompetence and maturity of the students. Textbook in contrast to other kinds ofrnbooks contains exercises, study questions and other materials for practice.rnThe purpose of this study is to evaluate the quality of primary school textbooksrnof core subjects in Oromia Region, which have been prepared since 1995rnbased on the New Education and Training Policy o~rnContent Analysis was used as the research method. By using stratified andrnrandom sample technique, 6 (14%) textbooks were selected. These sixrntextbooks were selected by sub grouping them into five (Languages,rnMathematics, Natural science, Social studies and Environmental science). Thernsample of unit depended on the nature of textbooks' quality category selectedrnfor this study. Accordingly, textbook as a whole was used for layout category,rnwhile for the categories of objective-content relation, quality of illustrations,rnlearning exercises, readability and gender balance, 50 percent of each textbookrnchapters were randomly selectedrnThe coding u-nits also vary depending on the character of the categories. Accordingly, point size, of relation of objectives and contents, number ofrnsyllables and sentences, clarity of illustrations, type of exercises and genderrnfeatures were coded and analyzed. An inter coder reliability index of 95rnrnpercent was agreed and achieved. Percentage and statistical test of T- test wasrnused to analyze the difference between the variables, particularly differencesrnbetween objectives and contents as well as gender difference.rnThe result showed that textbooks are inadequate in layout, some contents arernnot in harmony with objectives in the corresponding syllabus; the readabilityrnlevel of the textbooks is not appropriate to the corresponding grade level; thernillustrations are related to the topics, but are not clear; and the textbooksrnportrayed gender bias, and this favored male.rnHence, it is recommendable that there should be textbook policy both atrnNational and Regional level, which determines the standard and procedures ofrntextbook preparation and evaluation. At the same time, the Regional EducationrnBureau has to revise the existing primary school textbooks in line with therninadequacies observed in this study. Similarly, a thorough study has to bernconducted on the other aspects of textbook quality