This study focuses on assessment of Ethiopian Higher Education Admission Policy/criteria andrnits impact on Quality. The aim of this study was to assess the challenges of Higher EducationrnAdmission policy and the impact that can be seen on quality of higher education admission or tornthe Universities. The data was collected from a total of 45 participants which are drown from thernMinistry of Education (MoE) responsible unit, Ethiopian National Examination Agency (NEAEA)rnexperts and higher officials, AAU- School of Law teachers and focused group higher educationrnteachers, and students who joined at AAU-School of Law in 2006 E.C. in regular program fromrnemerging regions. Qualitative data was collected from those participants using open-endrnquestionnaires, interviews, focus group discussion (FGD) and document analysis, and analyzedrnusing categories as a case study of the subject. This study showed that the higher educationrnadmission policy lacked quality as a criterion. The study identified that the current HErnadmission policy is not fair and consistent because it gives too much attention on quantity thanrnquality. Moreover, the first base to place students to the HE is intake capacity of universities as arnwhole. If the universities have vacant rooms, incompetent students who got below average willrnbe assigned. Moreover quality input is missed in the HE admission policy by the concern ofrnaccomplishing affirmative action. The research stakeholders did not give attention to thernimplementation of affirmative action to start from the very elementary and after students joinedrnuniversity to provide special supports. On the basis of the findings of the study, the currentrnoverall Ethiopian higher education admission policy from quality perspective and supportsrnrendered to students admitted to university on the basis of affirmative action is poor.