This research has aimed to investigate the actual practices (i.e., the essence, implementation rnpractices, and perceived outcomes) of the Ethiopian higher education EQA, particularly in the rncontexts of selected public and private universities in a comparative fashion. Theoretically, the rnstudy subsumes some of the underlying assumptions or convictions in the contingency and the neo institutional theories to look deeply into the technical and the institutional environments, rnrespectively, in understanding the EQA practices at each case study institution. Methodologically, rnthe study has relied on the qualitative research method and the comparative case study research rndesign. Accordingly, the data have been collected through the use of semi-structured interviews, rnfocus group discussions (FGDs), and document reviews. In the analysis, the data that are rngenerated from diverse sources of evidence are systematically transcribed, coded, and ultimately rninterpreted adequately. In this way, the analysis has been taken place in two stages: within-case rnanalysis and cross-case analysis. As a principal finding, the study has got a lot of convergences rnand divergences in conceptions, views, and positions upon the essence, implementation practices, rnand outcomes of the Ethiopian higher education EQA system in the ambits of case study public rnand private universities. More specifically, the study has found out that there is a similar rninclination to conceptualize the EQA system purely as an external deed that has been decoupled rnfrom/loosely coupled with the core activities in case institutions. In this research, the external rninstitutional quality audit and the academic program accreditation and re-accreditation are found rnto be the most commonly used EQA approaches. Following the implementation patterns of these rnquality-assuring mechanisms, currently, the quality improvement intention has been materialized rnin both case universities, whereas the quality control is only meant for the private institution. rnConcerning the challenges, the study has pinpointed that a lot of prominent non-university specific and university-specific setbacks such as the contentious and ambiguous legal framework rn(provisions); the HERQAâ€™s serious limitations in autonomy, credibility, and capacity/capability; rnthe inadequate involvement (ownership and commitment) of multiple external stakeholders and rninternal actors in the course of the EQA system implementation; and the shortage of human, rnfinancial, and material resources in case study institutions are constraining the effective rnimplementation of the EQA system (mechanisms) in case universities (though the degree varies rnfrom one institution to the other). With regard to the outcomes, the study has shown that the EQA rnsystem is believed to be brought the agenda of quality to the forefront and somewhat served as a rncatalyst for the indoor quality assurance endeavors in case universities. In contrast, it has also rnbrought about temporary adjustments (symbolic compliance) in these institutions. Nevertheless, rnsince both the quality audit and the accreditations approaches are being implemented in private rncase university, the institution is burdened by excessive control and regulation and, at the same rntime, gains positive outcomes more than the public counterpart. In the end, based on the major rnfindings (and conclusions) in this research, useful suggestions (about possible developments and rnqualitative improvements of the current EQA practices) are offered to the Ethiopian rngovernment/the Ministry of Science and Higher Education (MoSHE), the HERQA, and also to the rnindividual case study universities. These include: initiating an all-inclusive and equitable policy rnframework that treats public and private HEIs fairly; helping the HERQA to be fully rnindependent/autonomous, credible, capable, and a truly professional agency as a whole; rncapacitating HEIs with the necessary support and assistance, and empowering them in the EQA rnprocesses and activities; and ensuring the integration of the EQA system into the core rnphilosophies, structures, and norms and cultures of the universities. In all, this research call for ii rnan eclectic approach (system) by all concerned parties, actors, and stakeholders if the EQA has to rnbest achieve its goals in public and private HEIs in the country. rnKeywords: essence, implementation practices, and (perceived) outcomes; EQA; neo-institutional rntheory; contingency theory; qualitative research method; comparative case study design; rnHERQA; public and private universities/HEIs