The main purposes of this study were examining the effectiveness of preparatoryrnorigin teachers (POTs) in North Shewa Zone of Oromia Region and identifyingrnfactors that affect their effectiveness. Accordingly, data was collected fromrnsecondary school students; senior colleagues of the POTs, department heads, vicernprincipals and principals as well as preparatOlY origin teachers. Questionnaires,rnobservation checklists and unstructured interview were used /0 secure thernnecessary data from these sources. The data obtained through close-endedrnquestionnaires and observation checklists were quantitatively analyzed by usingrnfrequency counts, percentages and mean scores. Data from open-ended questionsrnand interview were analyzed by describing or narrating and interpreting tornsubstantiate the quantitative analysis and interpretations.rnThe result indicated that the preparatory origin teachers in the specified zonernwere partially or less effective as examined in terms of subject mailer knowledge,rnclarity, variety, task orientation, engagement, moderate-to-high success rate andrnother two behaviors. It was also found out that negative allitudes towards thernprofession, insufficiency in the pre-service trainings, recruitment criteria, thernimpact of plasma, lack of experiences, heavy work load, lack of cooperation, lackrnof sufficient instructional materials, etc were some of the factors that hinder theirrneffectiveness. Finally, based on these findings some pragmatiC and possiblernsuggestions were forwarded to help improve the disserved state of affairs