The purpose of this study was to assess the extent to which active learning is practiced in government and private primary schools of Bole sub city of Addis Ababa. The sample subject of the study was 98 government primary school teachers, 94 private primary school teachers, 50 students from government primary schools and 45 students from private primary schools and six principals from both government and private upper primary schools were included. Teachers were selected by using purposive sampling technique whereas the students were selected by using systematic sampling technique from each section of grades 5-8 in both sector schools. The main instruments of data collection for this study were questioners, interview and structured classroom observation. Then the data gathered was presented, analyzed and interpreted by using a mixture of quantitative and qualitative data descriptive method using percentage and mean in table and qualitative explanation. In conclusion the findings indicated that there is a difference on the implementation of active learning between government and private schools in Addis Ababa city. The comparison was made in focus with extent at which the following points implemented; teachers training, teachersâ€™ commitment, classroom condition, class size, beliefs and interest of teachers in their profession, shortage of time, and the adequacy of instructional materials and facilities. In this comparison government school teachers and school related factors are found to be indicators of the less implementation of active learning. The implementation of active learning method is negatively influenced in government schools than in private schools. In general the study showed that the teachers dominated the classroom activities by making students passive listeners and only 24.5% of teachers replied that they frequently implement active learning while in private schools, 56.4% do it frequently. The result of the classroom observation analysis showed the same result concerning of this. Regarding their commitment, 50% of government teachers were found moderate and 30% low committed while 60 % of private schools found very high and 31% of them were found highly committed to implement active learning. Consequently, giving short term training for teachers in service about how to implement student centered method, building additional classroom to balance the number of students in a classroom, giving teachers a freedom to focus on academic performances than report writing governmental structure tasks, fulfilling different facilities and giving awareness for the students and teachers about the a new approach before implementation, provide consistent incentives and encouragement for teachers are highly recommended in order to apply student centered method in class specially in government schools.