Teaching-learning process in Ethiopian educational institutions is intendedrnto be more of learner-centered, for it would result in a better student learning.rnIn light of this assumption, this study was designed to test whether thernteaching-learning process in TTIs of Amhara Region was oriented more towardsrnlearner-centered instruction or teacher-centered instruction. The study wasrnalso directed towards identifying problems encountered by the TTIs in applyingrnlearner-centered instructional methods.rnTo this effect necessary data was gathered uSing observation checklistrnhaving six major instructional dimensions, sublimented by questionnaire andrnphotograph camera.rnObservational data was secured from 13 randomly selected EnglishrnLanguage Classrooms out of a total of 26 sections of the TTIs. Questionnairerndata, on the other hand, was collected from 13 respondents (seven EnglishrnLanguage Teachers, two Language Department Heads, and four Principals andrnVice-principals) who are selected based on availabl'lity sampling. The collectedrndata was then analyzed using percentage methods of data analysis.rnThe results of the study indicated that all dimensions of instruction,rnexcept class arrangement and resources, tended to associate more to teachercenteredrninstructional approach than learner-centered instructional approach.rnIt was also found out that poor institutional facilities, cynicism and sabotage ofrnsome personnel, teachers' lack of knowledge and skills on learner-centeredrnteaching methods, and inadequacy of time were the major problems that hinderedrnthe teaching-learning approach from being more of learner-centered.rnAt last, exchange of experiences between TTIs, arrangement ofrncontinuous short-term in-service teacher education, and principals' commitmentrnin improving educational facilities and fostering healthy educational environmentrnare forwarded, as recommendations, to mitigate the problems.