The purpose of this study was to investigate the practices and challenges of school developmentrnplanning in primary schools of Kolfe Keranyo Sub City, in Addis Ababa. The research employedrndescriptive cross sectional survey method, which is supplemented by qualitative data. Thernsampling techniques used included purposive, availability and simple random lottery sampling.rnThe sample size was 167 teachers, 12 students and 12 parents, 32 principals from eight schools,rneight Woreda education offices, eight cluster supervisors and five sub city education offices withrnthe total of 242 participants out of study populations. The data gathering tools employed werernquestionnaire, interview as well as document analysis. The participants of interview werernprincipals, parents, students, and cluster supervisors. Questionnaire was administered to 220rnteachers, principals, cluster supervisors, Woreda and Sub City education office experts of whichrn216 of them were properly filled and returned. Then, the information gathered through closedendedrnquestionnaire was analyzed using frequency, standard deviation, and mean score whilernthe data gathered through interview were narrated qualitatively. The findings indicated that thernextent to which stakeholdersâ€™ engagement in school development planning, communicating onrnand evaluating the overall successes and failures of the school development planning were low.rnThe major challenges identified were, lack of training, lack of trained facilitators, insufficiencyrnof supports provided for teachers growth, insufficient allocation of budget, lack of commitmentrnand peer evaluation, and insufficient feedback and follow up, were identified by this research asrnthe serious challenges of planning in primary schools of Kolfe Keranyo Sub City. Thus therncurrent practice of school development planning in involving stakeholders and identifying thernschool new development areas and working on it was not strong in primary schools of KolfernKeranyo Sub City as concluded in this paper. To overcome the challenges encountered,rnrecommendations have been forwarded. These include: orienting teachers in advance with thernoverall contents of the professional growth, motivating teachers and principals to willingly takernmore responsibilities in the implementation process, employing trained facilitators, andrnallocation of sufficient resources to effectively achieve the intended goals. Moreover, Woredarneducation office has to allocate the necessary school budget for training and other activities. Thernschool leaders should also try to comply their school development plans with different nationalrnpolicies and documents written relating to education at Woreda, Sub City and regional level.