The teaching and learning process attains its purpose when the IMs that facilitate thernstudent learning are available in the schools and when teachers use them appropriately.rnIn view of this, the purpose of this study was to assess the availability of MathematicsrnIMs and their utilization for Mathematics instru ction; as they contribute a lot in makingrndifference in students Mathematics achievement. In the same vein, the study was alsornto investigate the support made to improve the availability of the IMs in the samplernschools and the factors that affected utilization of IMs by Mathematics teachers.rnTo this effect, ten Primary and Junior Secondary Schools were selected as sources ofrninformation from the three Weredas of Sidama Zone in SNNP Region. Within thesernschools, a total of twenty teachers (two Mathematics teachers from each school, i.e.,rnone from Grade 7 and one from Grade 8), the principals, the SPC-coordinators and arntotal of 100 students (ten from each school) were taken as actual sources of information.rnMoreover, the educational Support Section officials at the Zone and Wereda levels werernalso the sources of information. Questionnaire, observation and document analysis werernthe data collection instruments used to obtain data from the sources.rnThe results of the study, then, revealed that there was a critical shortage of Mathematicsrncurricular materials and non-textbook IMs in the schools / SPCs. The governmentrnprovided to schools only insufficient curricular materials and blackboards.rnMoreover, there was very little support made by other organizations to SPCs/Libraries.rnIn th is regard at the school level, the effort made by teachers, SPC-coordinators, andrnstudents to prepare IMs were also less. Due to lack of budget and skilled manpowerrnSPCs contributed less in supporting Mathematics instruction. The Utilization of IMs byrnMathematics teachers were affected by all the material, financial and human factors as itrnwere observed and witnessed by the respondents.