The research was conducted to asses and compares the academic performance of grade 12rnstudents of government and private preparatory schools in Akaki Kaliti Sub City administration.rnThe study used descriptive research design 44(100%) teachers, 85(77.98%) grade 12 studentsrnout of 109(15%) the assumed and sampled and 15(50%) of experts and supervisors were selectedrnusing simple random sampling whereas 37(84%) out of 44(100%) assumed PSTA members havernbeen selected using comprehensive sampling method. Respectively 4(100%) and 8(100%)rnprincipals and vice principals and 5(100%) FGD participants were also included usingrnpurposive sampling technique. Totally 198(86.4%) stakeholder respondents participated in thernstudy. The researcher also used observation, secondary evidences and primary data usingrnquestionnaire and interview data gathering instruments have been used. The collected primaryrndata was analyzed quantitatively (using number and percentage and followed by verbalrninterpretation) and the qualitative data was analyzed in words. According to the findings of thernstudy, numbers of affecting factors of the academic performance of students have been identifiedrnamong which the major ones were as follow. Fundamentally government schools were notrnopened and started the actual teaching learning process accordingly with the calendar. Teachersrnlack putting participatory way of presentation and continuous assessment in to an effect andrnefficient, they (teachers) also over emphasized utilizing English language regularly for mediumrnof instruction they rather dominantly use Amharic language. Mainly government school studentsrnhave problem of using English language so they couldnâ€™t understand the contents of lessons andrnconsequently their result become in sufficient relativism as compared to students of privaternschools, Moreover parents whose children learn in government schools have less or weak followrnup and support, Due to external intervention, for frequent meeting principals also face problemrnof investing much of their work time being in the school. Consequently they could not follow uprnand conduct clinical supervision and give timely feedback for teachers. Majority of governmentrnschool students seem they do not know why they come to their schools. This showed they lackrnvision, mission and value of their own. The study showed the result of the study thereforernindicated that there was academic performance gap between grade 12 students of governmentalrnand private preparatory schools. This relatively implies that the teaching learning practice andrnprocess in governmental schools had drawback as intended as compare to private schools.rnHence, it was recommended as all concerned education stakeholders mainly principals of bothrntypes of schools are strongly responsible and expected to work with and share bestrnexperience/practices and continuously work hard as partnership. Localy concerned bodies andrnMinistry of Education, higher education institution, private school owners and other non-rngovernment schools also need to work cooperatively from preparatory school standard point ofrnview Private school teachers and principals raise issue of education opportunity to upgrade Asrnobservation and the existing reality also show almost all the study participant private schoolrnteachers and school leaderships did not have second degree and could not fulfill the requiredrnstandard. They express as they have no way to get opportunity to advance their qualification.