The use of mother tongue as a medium of instruction (MOl) is advocated by manyrnscholars because of its pedagogical , psychological and Sociological value in therninstruction process. However it did not get recognition by those who argue againstrnusing it based on its economic, political, linguistic and transition problems. Thesernproblems become so serious in the case of less developed regions and places withrnlinguistic heterogenity. In Ethiopia the use of mother tongue as a MOl for formalrneducation widely started with the adoption of the New Education and TrainingrnPolicy of 1994. Thus, currently several nationality languages are being used as arnMOl; one of them being Kembata Language in which case informal discussionrnrevealed the existence of complain among the change affected people. This studyrnaimed at examining the implementation condition of this language as a MOl. Thernstudys' sample included 104 teachers, 120 students, 28 parents and 7 educationalrnofficials in K.A. T zone, SNNPR. Data were collected using questionnaire, interview,rnand observation checklist, and they were analysed using percentages, chi squarerntest and the t-test. The analysis indicated the existence of weaknesses in teacherrntraining, attempt made to remedy the weaknesses. Other findings were thernunfavourable parental and teacher reaction regardless of children's claim that theyrncan easily use their mother tongue for instruction, serious shortage of teachingrnmaterials, weak interaction among the change facilitators and change affectedrnpeople, and little community support and participation. On the basis of thesernfindings, awareness and skill development by training and orientation, improvingrninteraction, provision, and economic use of teaching materials and wining therncommunity support were recommended.