The purpose of this study was to survey the current state of the learningrnenvironment in the Ethiopian Kindergartens to obtain a clear picture of thernsituation of preschool education at the national level. To this end, three datarngathering instruments(observation scales, questionnaires, and interview) werernemployed, while fifteen kindergartens, fifty-six teachers teaching in thosernkindergartens, head of kindergarten teachers training institute, and pertinentrnofficials in the six sample urban centers were used as the subjects of the study.rnPercentage and mean scores were employed to analyse the data.rnFindings made clear that the distribution of child areas with regard tornindoor space is below standard in the kindergartens of Awassa, Dire-Dawa,rnand Dessie with the average mean scores of .30, .32, and .32 respectively,rnwhile kindergartens in Jimma and Nazareth have proper distribution of childrnareas with the average mean scores of .48, and .46 respectively; eightrnkindergartens (two from each towns of Awassa, Dire-Dawa, Dessie, andrnNazareth) are inadequate in bathroom facilities with the mean scores rangedrnfrom .14 to .29, while two kindergartens in Jimma are adequate scoring .50 andrn.57 respectively. Problem solving and creative construction materials havernbeen found to be poor with the mean scores which ranged from .14 to .34 whilernthe rest have been in a good working conditions their scores being in betweenrn.37 and .60. In all the studied kindergartens information and literary materialsrnare meager and in poor conditions with the mean scores that ranged from .14rnto .36. Props for sociodrama, musical toys and equipment, and hard surfacernplay area equipment are scant in most of the kindergartens the mean scoresrnbeing .14 and .36. Significantly higher proportion of the teachers (68 percent)rnhave not got inservice or refresher courses; and the majority of the teachersrn(80 percent) have got only a three months training.rnOn the other hand, encouraging results have been documented asrnregards staff facilities, distribution of child areas in outdoor; and arrangement ofrnthe available toys, equipment, and materials.rnFinally, prolonging the duration of the training to at least one year; givingrnadequate time for practice teaching, and field based observation; providingrnopportunities for further training of teachers through seminars, workshops,rnsummer courses, etc.; applying a ~ift-system; attempting to keep the normsrnset whenever kindergartens are established; and equipping kindergartens withrnat least the toys and equipment that could easily be prepared locally as thernmajor reconfmendations in order to help improve the existing deplorablernconditions.