The major purposes of the study were to explore change and continuity of themes andrnperspectives on Ethiopian History in the hi story curriculum of the depaltment of hi storyrnat AAU and analyze fac tors determined changes and continuities. In addition, how farrnEthiopian history in the curriculum utili zed hi storical research outcomes and the extent ofrnachievement of social inclusion were assessed. To this end this study employedrnqualitative case study as a design and sec ured information from hi story educators atrnAAU, participants with PhD in hi story outside AAU, fourth year hi story students,rncurriculum educators at AAU, and ex pelts in higher education curriculum at the MoErnthrough semi-structured interview. All available curriculum documents of the departmentrnof history from 196 1- 2006 were used as sources of data. Data was collected using semistructuredrninterview and document analyses. This study revealed that several curriculumrnchanges had taken place due to internal and external factors. Major changes whichrnintroduced new perspectives and inclusion of social and economic history in better scalernthrough time were basically the outcomes of government changes. Minor changes, whichrnare not as such substanti al, had taken place within the period of the single governmentrndue to internal fac tors. Therefore this study argues that all the changes introduced in tornEthiopian History in the curri culum of the department at all levels were not able tornchallenge effectively the continuity of political history as dominant theme and thernnationali st perspective. As a result the curriculum of the department fai led to be adaptivernto most of the research outcomes on Ethiopian History and was not responsive for thernquest of social inclusion. This situation can be improved if there is national guide line forrnhi story curriculum in higher education taking in to account Ethi opian diversity andrnpertinent laws and policies. In addition, di scussion and cooperation among hi storiansrnwith differe nt interpretation of Ethiopi an past, balancing knowledge, society and learnersrninterests in the curriculum and effectively utili zing all relevant research outcomes onrnEthiopian peoples past would facilitate the improvement process