The purpose of this study was to assess the challenges of TVET Colleges in BenshangulrnGummuz Regional state. The study has been conducted in two governmental and twornnon-governmental TVET Colleges. The trainees, trainers, College management bodies,rnand Regional TVET experts were the main sources of data for the study. Stratifiedrnrandom sampling approach was employed in selecting the trainers and trainees.rnQuestionnaires, interviews, observation check list, focus group discussion, andrndocument analysis were the instruments used for the collection of data. The datarnobtained through questionnaires were analyzed using statistical instruments likernpercentage and weight mean values. The data are analyzed and interpretedrnquantitatively as well as qualitatively. The results obtained from the study suggest thatrnthe TVET Colleges in the region are not supplied with qualified and skilled trainers andrnlack machines, equipment, workshops, libraries, classrooms, books, and other facilities.rnFurthermore, findings reveal that lack of adequate facilities, shortage of skilledrnmanpower, lack of awareness regarding TVET strategy, lack of adequate budget, andrnlack of commitment of concerned bodies are challenges of TVET colleges in the region.rnBesides, Colleges are not well organized and have not enough resources to implementrncurrent TVET curriculum. Lack of skilled trainers, lack of facilities and machinery andrnweak internal organization are major challenges of trainees in the college while,rnunsuccessful Center of Competency (COC) exam, competing with others and lack ofrnemployers are expected challenges for trainees. There is no professional guidance andrncounseling in the colleges and trainees cannot decide their opportunity and will havernjob. Lack of cooperative training and COC assessments is not employed and these havernan effect on quality training. Finally, Based on the findings and conclusions, thernfollowing points were recommended to address the existing challenges in the Regionrnunder study: Staff development in the Colleges; internally organized TVET systems inrnthe region and TVET institution; and raise social awareness about the importance ofrnTVET in the region for all societies should seriously be considered. Necessary facilitiesrnshould also be fulfilled. In addition, tracery studies should be carried out beforernproviding training, and trainees have to be encouraged in self-employment. Besidesrnstrengthening the labor market information system; establishing and enhancingrntechnology transfer department; enhancing supervisory and professional support;rnoffering opportunities for further education for trainers; and establishing professionalrnguidance and counseling services are issues to be addressed.