This study aims to assess the engagement of preparatory school teachers in conducting action research in case of North Shoa Zone Oromia regional state. In order to achieve this purpose, a descriptive survey study with quantitative and qualitative approach was employed. The study was conducted in seven preparatory schools from a total of 14 preparatory schools in the Zone. Teachers were selected using simple random sampling technique whereas the School leaders and CRC supervisors were included by purposive sampling techniques. To collect the required data questionnaires, interviews and document reviews were employed. After the data were gathered, analysis was made by organizing in tables and computing using frequencies, percentage, mean and grand mean. The findings of the study indicate that the involvement of preparatory school teachers in building their AR knowledge and skill were low since, the orientation, workshop, seminars and experience sharing programs were not run properly in their schools. The engagement of preparatory school teachers and leaders in conducting AR in their school were also low. On the other hand, the level of involvement of internal stakeholders (mentor, school leader) and external (ZED, WED, nearer Universities, colleges) stake holders to offer necessary support were not sufficient. Lack of budget, insufficient AR materials such as books, guideline, journals, conducive work place and low availability of selected AR in the school were major obstacles facing teachers and school leaders in conducting AR. To address the problems and improve the involvement of preparatory school teachers and leaders the sampled REB, ZED and WED and should allocate adequate budget, prepare training and fulfill basic facilities including computers and internet. In addition to this preparatory school leaders should design income generating mechanism to create conducive workplace, enhance the availability of reference material and stationery materials.