The purpose of the study was to assess the practice and challenge of ABErncurriculum implementation in south Gonder Zone of Amhara RegionalrnState. The assessment attempts to examine the ABE curriculumrncomposition (complexity and explicitly), the competency and therncommitment of curriculum implementer, and the conducivenessrnorganizational setting for effective implementation of the curriculum. Tornserve the purpose, descriptive survey method was employed to collectrnrelevant data from four randomly selected woredas, of which 12 ABErncenters (three from each woreda) were selected purposely. All facilitatorsrn(38) and trained supervisors (25) and non-formal experts (9) were thernmajor sources of data. Questionnaire, classroom observation and interviewrnguide were employed as data collection instruments. All the close-endedrnquestions of the questionnaires were analyzed quantitatively usingrnfrequency count and percentage. The data obtained from other open-endedrnquestions were used to triangulate with quantitative data. The findings ofrnthis research indicated that all ABE curriculum implementers in the studyrnareas have adequate educational qualification, but as they lacked skillsrnand commitment towards the curriculum and its implementation. Therncurriculum materials were well organized and contain adequate number ofrnspecific learning objectives, on the other hand, its lack adequacy related tornstudent evaluation and lack flexibility to allow for exploration of relatedrntopic. The ABE organizational setting and the classroom facilities were notrnconducive for effective implementation of the curriculum. Thus, problemsrnrelated to the curriculum, the low level of competency and commitment ofrnthe implementers, inefficiency of the organizational setting and therninadequacy of resource materials, and facilities need immediaternimprovement for effective functioning and success of the ABE program