The test of a curriculum plan is ascertained through a thorough inquiry into itsrnpracticality and ultimate worth. In view of this, the purpose of this study is tornevaluate tbe implementation of the lower primary school social studies syllabus andrnto identify the outcome as well as problems encountered in translating it into practice.rnTo this effect, fifteen primary schools were se lected as sources of informationrnfrom tbe five Provinces of North Shewa Administrative Zone. Within tbese schoolsrnall social studies teachers of the lower primary grades which are forty-two in number,rnthe school directors, the SPC Coordinators, and a tOlal of 1445 students were takenrnas actual sources of info rmation. In addition, the school inspectors and the APCrnCoordinators of the fi,'e Provinces were also included as informants of the study.rnQuestionnaire, interview, classroom observation, and achievement tests were the datarncollection instrume nts used to obtain information from the sources.rnThe results of the study in (licate that there are a considerable proportion ofrnteachers who are assigned to teach social studies in the lower primary grades withoutrntheir interest. The specifications of the syllabus are not also implemented in full.rnMost of the lessons are conducted wi thou t making any reference to the particular geohistoricalrnconditions of the District, Province, or Administrative Zone in which thernchildren are brought up. Though the dominantly used teaching strategy in the classrooms is the inquiry-orientedrnapproach, there is a failure on the part of teachers to give appropriate guidance to thernstudents as to how to proceed through this approach.rnEven though the School Pedagogical Centres have attempted to prepare andrncollect teaching aids relevant for the subject under study and the teachers are notrnoverloaded with teaching duties, it is hard to say that there is a complete conducivernteaching-learning atmosphere in the schools for the implementation of the syllabus.rnIll-equipped classrooms with some of the necessary furniture, inavailability ofrnTeacher's Guide in some of the schools, the existence of some less concerned schoolrndirectors about the instructional problems of teachers are the prominent problemsrnidentified in the schools. Consequently, the implementation process of the Syllabusrnis not as effective as it should be in enabling learne rs to have mastery of the subjectrnmatter. Particularly, in grades two :1nd three the majority of the students have notrnattained the instructional objectives indicating the ineffectiveness of thernimplementation process. Moreover, disparity in the attainment of some of therninstructional objectives is noted among the provinces pointing out the existence ofrndifferences in the relative emphasis given to the implementation of the specificationsrnof the syllabus.