The major objectives of this study were to discover and assess the actual andrndesired degree of teachers' involvement in different areas of curriculum developmentrnpractices. The problem of under-participation of teachers could be solved throughrninvolvement at different points along the policy-formulation-to- practice in curriculumrncontinuum This participation enables the intended curriculum to be implementedrneffectively so that the set objectives could be attainedrnThis study investigated the relationship between nine categorized possiblerncurriculum development areas for teachers' involvement and the extent of present andrndesired participation on 40 item decisional statements, as well as education officials'rnpractice of encouraging collaborative and participative curriculum development activities.rnIn addition, the existence of practical involvement of primary school' teachers was alsornexamined. Further, respondents' biographical characteristic variables such asrnqualification, experience nationality language acquisition were also correlated with thernpresent and desired levels of participation.rnTo achieve the objective of the study, 3 Zones and 2 Special Woredas ; 6rnworedas ( 2 from each Zones) and 20 primary governmental schools were selected as arnsample. A questionnaire mainly made - up of cfose - ended with five - stage rating scale,rnand an average rate of participation three (3.00) Other alternatives and open-endedrnitems were developed to collect first hand data required to answer the basic questionsrnraised in the chapter of this paper. It was distributed to 32 educational officers; 20 schoolrnprincipals and 240 teachers. A total collection of usable questionnaires was 242 inrnnumber.rnThe major findings were: (i) teachers desire of parTicipation in all areas ofrncurriculum development practices was significantfy higher than the actually experienced,rn(ii) the concern given by educational official for encouraging teachers ' participation inrncurriculum development activities was at significantfy lower level, (iii) female experiencedrnand desire more participation at instructional or classroom level than males, who actuallyrnexperienced and desire more participation at policy formulation, curriculum designingrnand planning (iv) low level of academic qualification was found to hinder teachers'rnparticipation, (v) academic qualification, work experience, and acquisition of nationalityrnlanguages , lock of resource materials, were found to minimize teachers' participation