The purpose of this study was to assess the implementation of teachersâ€™ continuous professionalrndevelopment in government primary schools of Bole sub city. In order to successfully accomplishrnthis study, four basic questions were raised. The national and international contexts werernhighlighted as a way to understand the theoretical and empirical basis of the issue underrndiscussion. To pursue the activity of this study, descriptive survey research design was used. Bothrnquantitative and qualitative research approaches were employed. Simple random samplingrntechnique was used. The sample size was 254 teachers, 9 principals, 9 vice principals and 5rnworeda cluster supervisors. The data gathering tools were questionnaire, and interview as well asrndocument analysis. The participants of interview were principals, vice principals and woredarncluster supervisors. Questionnaire was administered to 254 teachers where 246 of them properlyrnfilled and returned. Then, the information gathered through closed-ended questionnaire wasrnanalyzed using percentage and mean score while the information gathered through interview andrnopen ended questions were narrated qualitatively. Results of document analysis were alsornqualitatively described. The findings of the study indicated that the extent of teachers practices ofrnprofessional development activities such as preparing of CPD plan, mentoring, portfoliorndevelopment, conducting action researches, participating in group discussion, and evaluating thernoverall successes and failures of the implementation processes ofrnCPD were inefficientlyrnimplemented. The school leaders such as principals, vice principals and department heads andrnworeda cluster supervisors were providing insufficient support for teachers. The major identifiedrnchallenges were lack of trained principals and facilitators, insufficiency of supports provided tornteachers for the implementation of CPD, insufficient allocation of budget, lack of school policy,rntime constraints for teachers during regular teaching day to implement CPD, lack of training forrnteachers on CPD, and school systems were not conducive for teachers. To overcome the problemsrnencountered, recommendations have been forwarded. These include teachers should be committedrnto implement CPD through training and self-reading, prepare well organized school policy,rnprepare CPD plan, appoint qualified school principals, allocate budget for schools and schoolsrnshould generate their own income by themselves, create conducive school environment byrnparticipating teachers in decision making and during identification of training needs, giverntrainings for teachers on CPD and avoid the principle of one size fit for all.