This study attempted to investigate the impact of assigning students to specialrnand non-special classes on achievement and attitude in selected senior secondaryrnschools, the case of Bahir Dar special Zone and East Goijam. So, to examine thisrnimpact, three sets of target population were taken in the study. The first were studentsrnof tenth grade who were assigned into special classes and their counter part non-specialrnclasses in Tana Haik and Motta Senior secondary Schools. The second and third setsrnwere teachers and school directors, unit leaders and guidance officers.rnTo veritY the basic questions, 200 students in total (100 from special andrnanother 100 from non-special ) were given English and Mathematics academicrnachievement tests.rnA questionnaire was administered to 45 teachers of the selected schools.rnMoreover, interview was conducted to school directors, units leaders and guidancernofficers of the two schools. To understand the nature of classroom interaction andrnstudents' participation, observation was also employed.rnThe infonnation obtained through academic achievement tests, questionnaire,rnobservation, and interview were analysed using the procedure of descriptive andrninferential statistics. So, the mean scores of the test for students in both groups wererncompared. In addition, the existence of statistically significant difference between therntwo compared groups in their mean score were computed using t-test.(A significantrndifference in their English and mathematics results for most of the cease at 0.05 level).rnLastly, the data gathered through questionnaire, observation and interview were treatedrnusing frequencies of responses and percentages.rnThus, results portrayed that no fundamental assistance with regard to learningrnmaterials, curriculum modification, etc. were given and made in both schoolsrnBesides, inferiority complex, frustration, loss of interest in the schoo~ lack ofrnself-confidence oflow ability gTOUp were the profound negative effects revealed in nontherngrouping practice. Inflated self-esteem, bOa!>i fulness, lack of control and selfcentredrnetc. behaviour were observed as a negative characteristics of special classrnstudents