The purpose of this study was to assess the practices of developing and implementing schoolrnlevel plans: The case of Oromia Special Zone Surrounding Finfinne. The primary sampling unitsrnwere 3 woredas which were taken out of 6 total woredas by using simple random samplingrntechniques and 1 town administrative by using availability sampling techniques. The targetrnworedas encompasses 160 teaching staff taken out of 255 teaching staff by using simple randomrntechniques .And 106 KETB were selected taken out of 160 by simple random sampling method.rn10 Principals, 10 Supervisors and 8 Vise principals were included in the study using availabilityrnsampling techniques.rnTo this end a descriptive survey design was employed for the study: both quantitative andrnqualitative data were gathered through questionnaire, interviews and document review. Closernended and open ended item questionnaire was distributed to 160 (100%) of teachers andrn106(100%) of Parent Teachers Associations (PTA) and Keble Education and Training Boardrn(KETB) members, 10(100%) principal, 8(100%) of Vice principals and 10(100%) of supervisorrnwho filled in and returned the questionnaire. In addition, 10 principals and supervisor ofrnschools were interviewed. The collected data were analyzed using number and percentage.rnSome of the major findings were: the practices of identifying priority areas to develop schoolrnplan was not conducted through evidence based assessment of the existing situation and selfassessmentrnbefore beginning to decide on school improvement goals, to plan and implementrnproperly. The participation of stakeholders in developing and implementing school level planrnwas not up to the expectation and lack coordination and integration. The level of monitoring andrnevaluation was low, whether the school level school plans are implemented as they are intended.rnFurthermore, the reward system was not enough. Therefore, it is concluded that the abovernmentioned problems are major factors that hampered school planning and implementationrnactivities of school level plans. Hence, it is suggested that the coordinated efforts of RegionalrnEducation Biro(REB), WEO/TEO and schools is needed to minimize these problems at theirrninfancy stage and ensure the implementation of school level plans by giving continuous training,rntechnical support and reward best performing stakeholders and school community.