The main aim of this study was to investigate the factors that affect the implementation ofrntechnical and vocational education and training in selected public institutions of Southern Zonernof Tigray. Accordingly, it tried to look into the factors related to human resource and non-humanrnresource aspects of the TVET institutions. The sample population used in the study consisted ofrn37 trainers, 162 trainees, and 12 TVETB officials, TVET institute coordinators, and core processrnowners within the TVET institutes. Both the trainers and trainees were first selected on the basisrnof department and occupational area respectively by using stratified sampling. Then the samplernpopulation was taken from among these by employing simple random sampling methodrnproportionately. Three higher TVETB officials were purposively selected; still purposivernsampling was employed to select three institute coordinators and 6 core process owners in therninstitutes because of their dependability due to the positions they hold. All in all, there were 211rnrespondents. The frequency count, percentages, and the mean score were the statistical methodsrnused in analyzing data. The study showed that the trainers are assigned in jobs beyond theirrnqualifications and the different inputs of training (facilities, materials, and services) are belowrnthe standard. The facilities in most cases were not initially meant for TVET training. Because ofrnthis and other reasons like the trainers ' being inexperienced and with lower qualification, therninefficiency of the leadership to properly conduct supervisory activities and provide supportivernand timely feedback, the training process is not being carried out satisfactorily. From thernfindings it was concluded that the institutions are not in a position to achieve the objectivesrnstated in the Ethiopian National TVET Strategy in terms of human resource and non-humanrnresource factors that are important in conducting quality training. Therefore, in order tornalleviate the problems associated with human and non-human inputs of training, it isrnrecommended that the Ministry of Education and the regional TVET bureau should devise waysrnof securing and retaining competent TVET training staff and search for additional inputs inrnorder to lessen the existing severe problems with regard to such basic facilities as classrooms,rnworkshops, libraries, sports fields, latrines, etc. and materials by regularly involving allrnconcerned bodies including influential individuals, governmental, and non-governmentalrnorganizations