The purpose of this study was to examine the SIP practices and challenges. Specifically the study was designed to answer the following research question: How is the school improvement program, implemented, evaluated and being monitored at government secondary schools of Kirkos sub city, in Addis Ababa?. The research was designed to be conducted through a mixed method which employed both quantitative and qualitative approaches. The quantitative part of the study specifically used the triangulation type of the mixed method design. Primary data was collected from teachers, supervisors, principals and PTSA members of schools. A sample of 168 participants were selected randomly. Data were collected through a survey questionnaire and interview guiding questions. Both descriptive and inferential statistics were used to analyze data. Specifically, performance levels while inferential statistical procedures were applied to estimate confidence intervals of parameters and to compare perceptions between respondent groups. Analysis of data revealed that the planning of SIP at the secondary school was not participatory and not based on assessment results. The teaching process was not directed towards enhancing studentsâ€™ learning; The school environment was not supportive to empower students. The school leadership was not consistent in implementing strategic plans. Schools were characterized by low level of community involvement in school affairs. Moreover the target schools faced two major challenges; ineffective leadership and demoralization of teachers. It was concluded that the planning, implementation, and evaluation practices of SIP in the secondary schools of Kirkos sub city did not meet the required levels of performance standards that were stipulated by MOE to realize CPD programs. It was recommended that school leaders should encourage the participation of teachers, students, and the community in the process of planning implementing, and evaluating SIP programs. Teachers and school leaders should strive to improve performance of students through enhancing knowledge and skills of teachers on their classroom practices. School leaders should run SIP programs based on guidelines and standards developed by MOE. Key words: Planning, teaching-learning, school environment, leadership, community environment.