The aim of this study was to assess the current practices and problems of Hossana College ofrnTeacher Education in providing short term in-service trainings for the linkage primary schools.rnTo attain the expected goal, a descriptive survey method was employed. The participants of thisrnstudy include: principals, cluster supervisors, and teachers of the linkage primary schools;rneducation experts from Woreda Education Office; education and training officer, focal personsrnand trainers of the college. The total population of the study was 377. From this total number ofrnpopulation, 145 samples were selected by employing simple random and purposive techniques asrnneeded. To triangulate the data, questionnaires, unstructured interview and document analysisrnmethods were used. The data was analyzed both quantitatively and qualitatively. The findings ofrnthis study show that the college provides various types of in-service trainings such as practicumrnimplementation, ELIP, lesson plan preparation, active learning, action research, special needsrnand inclusive education, classroom management and mentoring for linkage primary schools.rnThese training types were directed to improve the skills, knowledge and competencies of primaryrnschool teachers, principals, cluster supervisors and Woreda Education Officials so as to improvernperformance. However, it was found out that training need has not been assessed prior planningrntrainings and the training processes were lacking important training principles. This problemrnwas negatively affecting the training processes offered by the college. For instance, designingrnprocesses were not participatory; ambiguous criteria were used to select both trainees andrntrainers; the method used to implement the training was also tedious; the tendency of the trainingrnevaluation was poor. Consequently, both the college and the linkage primary schools werernsuffering by break down to accomplish the intended target. Finally, pertinent recommendationsrnwere forwarded to all concerned bodies. For instance, the college in collaboration with thernschools should conduct training need assessment using performance analysis and interviewrnbefore designing the program; and when it sets the objectives and select the content, the collegernshould give a chance to the trainees so as to participate in the program. Besides, the contentrnshould be new and timely that is aimed to bridge the already identified gap (knowledge, skill orrnattitude). Next, the trainers ought to select right method, either on-the-job or off-the-job, on thernbasis of content type and allocate quite enough time to deliver the program to the trainees. Therndesigners of the program should support the content with appropriate resources to performrneffective training program. The organizations have to evaluate the success or failure of therntraining program throughout the entire stages. Moreover, they should record and keep therntraining documents. The trainees must undertake post training discussions. In general speaking,rnthe college should design the training program appropriately and implement accordingly.