Recent studies conducted in the Ethiopian context indicate that quality of education isrndeteriorating in schools. School autonomy and accountability are considered as essential factorsrnin promoting and/or hindering quality of education in schools. (Berhanu andrnassociates,2016Hargreave and Fink, 2006). However, much empirical research has not beenrnconducted on how school autonomy and accountability are related to quality of education. Thusrnthe objective of the study was examining the effects of school autonomy and accountability overrnquality education. In doing so the study had employed mixed-method research design. Of the sixrngovernmental secondary schools in Arada sub city, four schools were randomly selected.rnQuantitative data were collected from 116 teachers using questionnaire and qualitative datarnwere collected from four directors using interview. In the present study it was found that schoolsrnhave lower autonomy and higher accountability. Farther more it was revealed that schools havernhigher autonomy in managing their budget and lesser accountability in assessing their schoolsrnand students performance. Quality education in the schools was found to be poor. The study alsornfound that school autonomy and accountability were found to be associated with higher qualityrnof education. In line with the objective of the study it was concluded that school accountability isrnthe predictor for quality education. From the finding it is recommended that concerned bodiesrnneed to maintain the existing accountability and work on improving school autonomy therebyrnimprove quality education.