There have been growing concerns on improving the map reading skill performance of studentsrnsince map are central in the study of Geography in schools. The main purpose of this study is torninvestigate the chool related factors that affect map reading performance of students and tornforward the finding with possible recommendations to concerned stakeholders so that theyrnwould take mea ures in improving at various levels .rnA de cripfive urvey method was employed. For this purpose, the dependent and independentrnvariable were identified. The dependent variables was map reading performance of secondalYrnchool student and the independent variables are the school related factors particularly qualityrnof the teaching force, availability of physical facilities,Â· efficient use of instructional time,"rncharacteri tic of pupils and teaching learning process. The target population was the schoolrncommunity found in 28 general secondary schools situated in the East Gojjam, East Gojjam,rnBahi,. Dar and Awi Administrative Zones. A total of 894 samples that specifically consisted ofrn810 students, 50 geography teachers, 17 department heads and 17 principals were involved inrnthe study. Questionnaires, interviews, classroom observations, performance tests and school andrnclas room inventOlY checklists were employed to collect the data. Descriptive statistics likernpercentile, mean, standard deviation, and univariate correlation were preferred in analyzing therndata.rnThe major findings of the study include: students readiness for learning map reading which isrnexplained through tudents academic background, attitude towards map reading and age werernappropriate. However, for various reasons map reading performance of students is generallyrnlow (their score was below 50% in map reading performance) with significant variations acrossrngender and City Categorization. The level of teachers' qualifications and teaching experiencernparticularly those who do not have specialization in Geography were not adequate to teach maprnreading. The contents in the syllabus are difficult to understand due to problems related tornpresentation of map reading. The contents in the syllabus are difficult to understand due tornproblems related to presentation of map reading. School physical facilities {library service ,rninstructional materials were inadequate. The total periods allottedfor map reading teaching warnnot sufficient enough to cover the topic which in turn affected the frequency of teaching learningrnprocess. On top of this wastage of instructional time was observed. The teaching learningrnprocess related variables (quality of instructional planning, effectiveness of implementation andrneffectiveness of as essment) had differential effect on map reading performance of student.rnThe study has implication for educational policy and practice as well as further studie in thernfield