The main purpose of this study was to study educational equity policy challenges related to rnwhere a child lives, socioeconomic background, between genders and the extent to which policy rncommitment affects the pre-primary education program implementation in West Wollega Zone. rnThe study used a mixed method study mainly descriptive in nature with a quantitative largely and rnqualitative research approach. From the 252 school principal 175; from 53 cluster supervisors rn46 and from 175 facilitators 142 were selected by using Simple random sampling. From the rnsample districts, 9 woreda and a team of zone pre-primary school experts were purposely rnselected. The study employed three information gathering tools: questionnaires, interviews and rndocument analysis. The quantitative data were analyzed using Frequency, Percentage, means, rnand one way ANOVA. The qualitative data was analyzed using narrations to support the result rnobtained from quantitative analysis. The results revealed that countless children miss rnopportunities on early pre-primary education only because of geography and the income levels the enrolment rates for this level differ widely by location and wealth. The Policy attention as a rnsub-sector to pre-primary is much lower than primary and secondary levels; even providers rnseem the sub-sector is left for faith-based organizations, communities and private institutions. rnThe study also revealed that the current education policy does not reach all children with free rnpre-primary education and poorer children are still the last to benefit. Hence, for this critical rneducation level, the government urgently should give special attention by orienting policy makers and designing strong political commitment with allocation of sufficient finance for the rnprogram implementation to shrink inequalities begin early in pre-primary education-addressing rnequity issues in geographical location, socio-economic, and between gender. To reduce the rnlearning gaps, pre-primary Education must be free of charge.