The purpose of this research was to examine the Challenges for Quality Management ofrnPrimary Education in Ethiopia and forward possible so lutions which can supportrneducational managers, experts, researchers and donor organ izations to unite and focus theirrnefforts toward a clear vision, goals, strategies and series of action programs.rnThis invol ved a survey of three intentionally chosen regions-Addis Ababa, Tigray andrnAfar-which were meant to represent urban, rural and under-served school characteristicsrnrespectively. Availability and purposive sampling techniques were also employed to collectrndata through questionnaires and interviews from the managers at the center, MOE,rnRegional Education Bureaus (REBs), selected Wereda Education Offices, and samplernschool principals, assistant principals, department heads for core subject areas, TeacherrnAssociation Representatives and Students Councils.rnConceptually, quality management is an evolutionary process that requires radical shift inrnthe basic assumptions, methods and techniques and culture of the schools and thernorganization at large. It is about a change that takes place on the bases of principle-basedrnvalues, shared vision, goals, strategies, action plans, implementation, data collection,rnanalysis, feedback and recycling activities through the empowerment of all people in thernorganization.rnPractically, the primary education management in Ethiopia was found to be entangled withrnproblems of ineffective leadership, low commitment, managerial incompetence and lack ofrncommon term of reference.rnFor a better future, prunary education managers at all levels have to start to changernthemselves to bring a true systemic transformational change. To this end a critical mass ofrnall those who have a vested interest in primary education must possess the basicrnassumptions of quality management. This will possibly give them empowerment which inrntum helps them to participate meaningfully in the process of developing shared vision,rnquality goals, strategies and recycling activities. If the training part is skillfully planned and implemented, it could provide us managers and teachers who are themselves, who have anrninner light of their own, who are creative and independent, who can understand and solvernthe educational quality problems in an Ethiopian way. i. e., If the culture of cooperation,rnhistory of independence and etc are geared towards a qual ity improvement, it could helprnmuch.rnSince this study is the first of its kind, it cannot go more than touching the most essentialrnconsiderations of quality management of primary education.rnHence, opportunities for further research seem to be there in the areas of establishingrnquality systems, educational quality control systems, team management, genuinernparticipation, principle-based training and support programs, new structures and functions,rnand rethinking rules, roles and responsibilities in light of the demands of globalization.