The purpose of this study was to assess the implementation of Integrated Functional rnAdult Education (IFAE) in Ilubabor zone, Oromiya National Regional State. This study rnemployed adescriptive survey design with quantitative and few qualitative data type rnmethod. From the 556 population 165 participants were selected from IFAE facilitators rnwith simple random sampling and all the 165 samples responded the questionnaires,rnwhereas; qualitative data was collected from 6 woreda education office experts through rninterview and document analysis. After collecting the data, quantitative data was rnanalyzed using percentage, mean and SD. The qualitative data interpretation was made rnwith a narrative analysis of relevant incident of the respondents’ responses. The results rnrevealed that the program implementation is not encouraging and there is lack of rnorganized structure, coordination, and commitment to improving the IFAE program from rnconcerned body. The curriculum is not implemented as it was stipulated in the textbook of rnthe learners, only teachers and facilitators teach alphabets and numbers without the rninvolvement of the agriculture and health extension facilitators. The study result showedrnthat the current practice used to implement IFAE, could not bring change as the right rnway to escape from illiteracy problem. In the zone, despite the growth of formal rneducation, adult education has been impeded and the program handling system becomes rnnot hopeful. Hence, the responsible government offices have to restructure the rnfragmented system of the program that could minimize the gap between the policy and rnexisting practice.