The purpose of this study was to investigate the practices and challenges of schoolrnimprovement program in government primary schools of Becho Wereda Oromia RegionalrnState. To achieve this purpose, descriptive survey research design was employed. Bothrnquantitative and qualitative approaches were used for data analysis. Among 28 schools inrnwereda, 6 primary schools were included in study by using cluster sampling techniques andrnavailable sampling techniques. Data for the study were collected through questionnaires,rninterviews, Focus Group Discussion and document analyses. Questionnaires were preparedrnand administered to 105 (82 teachers), using cluster sampling techniques and (6 principals,rn11 vice principal, 6cluster supervisors) were using available sampling technique.6 PTA chairrnpersonâ€™s and 1woreda education office school improvement programme focal experts wererninterviewed, 12 SIP Committee members were conducted by focus group discussion and thernanalyses of necessary documents were made in all sample primary schools. The data collectedrnwere analysed by using percentages, means, and weighted means and an independent samplernt-test was used by computing the data on SPSS version 21. The data gathered through openrnended questions, interviews, focus group discussion and document analyses were analysedrnqualitatively through narration for the purpose of triangulation. Finally, the findings of thisrnstudy revealed that there is an insignificant effect of school improvement program inrngovernment primary schools of Becho Wereda. Having pilot tested the instruments data wererncollected from teachers, supervisor, principals and vice principals through questionnaire. Torncollect reliable data the researcher used purposive sampling techniques to select teachers,rnprincipals, vice principal, cluster supervisors, PTA chair persons, wereda education office SIPrnfocal person and SIP committee. Secondary data were collected through reviewingrndocuments. To achieve these purposes three basic research questions related to the practicesrnand challenges of SIP in government primary schools were set. The research findings revealedrnthat the practices of school improvement program implementations were not to the expectedrnlevel. However, facilitating supportive conditions at school level and assistance fromrnwereda education office was not adequate enough to implement SIP as much asrnexpected. The major challenges encountered in the implementation of SIP were related to thernfour domains of school improvement. Thus, to overcome the major problems associated withrnthe implementation of school improvement program, recommendations have been forrnwarded; this include: preparing adequate awareness creation program to ensure practicalrninvolvement of all stake holders, organizing and allocating the necessary resources, providingrnproper technical support and practical training to support the implementation of schoolrnimprovement program(SIP)