The main purpose of this study was to investigate Decentralization and rural community participation in Secondary school in three Woredas in East Wollaga Zone of Oromia Regional State, Ethiopia. The study illustrated how communities participate in their local schools and examined the successes and challenges in the implementation process. The researcher used qualitative research methods and case study research design. The sampling procedure used in qualitative research was purposeful sampling. Thus, the researcher selected three (3) Woreda as the sources of information. Three secondary school were purposively selected and similarly ,the Woreda education head department and Woreda education experts ,the school directors and vice directors ,the PTAs , KETBs and the focus group participants (community members) were selected purposively because, they believe to be information rich. Qualitative research method was applied and focus group discussion (FGD) for community members, interview for PTA and KETB, questionnaire for WEO and school directory and documents analysis were used for data collection. The study majorly involved 58 informants that include (1) Woreda education officers with (1) expertise, (1) School principal with (1) vice directories, (2) Kebelle Education and Training Boards, (3) Parent Teacher Associations and (31) community members. Data were analyzed using the narrative qualitative data analysis methods for the study to analyze and present information obtained from the informants. The researcher select fellow friends who well trained and skilled in the field of study to assesses instruments and discussed them with the researcher to check the draft of the interview questions to make sure reliability and validity tools. The study investigated that the decentralization in education less improved access and equity in education, less improved sense of community ownership and school level disciplinary problems. As a result, the implementation of decentralization and community participation in education is suffering from many challenges. Poverty in the community and fluctuation in householdsâ€Ÿ income were found to affect community capacity to finance schools. The block grant fund for schools was inadequate. Schools had no adequate infrastructure and the existing ones were intended to fix problems quickly and hence are of low quality. The PTA and KETB lack basic knowledge and experience for the position and were not succeeded in performing their functions effectively. Further, there is inequality between localities and weak relationship between actors and sectors and the lack of necessary resource and trained manpower at the local level are potential challenges for the successful implementation of the decentralization of education and the promotion of community participation and hence for local educational development. Over all, there is a low commitment of accountable bodies that could coordinate and bring community together to run the school development activities.