The main purpose of this study was to assess the status of selected public and nongovernmentalrnkindergartens in West Shoa Zone. To this effect, descriptive survey methodrnwas employed. Among the 13 woredas of the zone that have kindergarten institutions, sixrnsample woredas were selected purposively based on the number of kindergartens theyrnhave and on the basis of their funding agencies. Thirteen kindergartens were selected forrnthe study. Accordingly, all public (3) and community (2) kindergartens were selected byrnavailability sampling met/wd. Four private and four NGO owned kindergartens werernselected through simple random sampling technique. 71 kindergarten teachers inc/udingrndirectors were selected using availability sampling technique. Furthermore, 1 zonal andrn6 woreda level education experts were selected using purposive sampling technique.rnFinally, 24 parents of KG children were randomly selected as a source of data for thernstudy. Different documents were also used as secondary source of information. Multiplerndata collection instruments-questionnaires, interview and observation were used.rnQuantitative data were analyzed using percentage and descriptive statements. Qualitativerndata were transcribed and analyzed by summarizing the opinions of the interviewees orrnby direct quotation of their voices whenever necessCifY to supplement the quantitativerndata. The study showed that the contents of KG curriculum were irrelevant, essentialrnindoor and outdoor equipment and materials and instructional materials wererninadequate, lack of trained teachers, absence of assistant teachers and in-servicerntraining, un uniformity of mediulIl of instruction, parents' lack of awareness and (owrnparticipation in kindergartens activities and ve,y limited and insignificant silpportivernservices of govemment to kindergartens. Conclusively, the status of preschool educationrnwas not implemented and found as pointed. out in the policy. Hence, updating therncurriculum, using qualified teachers, supplying essential materials, rendering necessaryrnsupportive services, and follow up by pertinent bodies to improve the status of prese/lOolrneducation in kindergartens were among the maior recommendations