The main objective of this study was to highlight factors affecting primaryrnsecond cycle teachers' distance training program in Oromia National RegionalrnState. To conduct the study, a descriptive survey was employed. Open andrnclosed ended questionnaire, interview, document analysis and observationrnwere used to collect necessary data. The samples of the study were chosenrnusing systematic and availability sampling techniques. The research studyrninvolved five categories of sample population; distance trainees, tutors, centerrncoordinators, relevant personnel from sample colleges providing distancerntraining program and regional education bureau. Data analysis was madernusing statistical tools such as frequency count, percentage, grand mean, t-testrnand chi-square to identify whether there were agreements or differences in thernviews of the respondents.rnThe study findings indicated that respective colleges did the course materialrndevelopment, production and distribution. However, delay, shortage, andrnabsence of certain modules in a series were common problems. Printedrnmaterial was the only media employed in course material delivery. Thererndisparity between trainees' expectation between the actual performances ofrnthe respective colleges was observed in some major issues of the research.rnThat is, the provision of support-services such as guidance and counseling,rnface-t01ace tutorial program, practical sessions, provision of resource materialsrnwere insufficient and inconsistent. There was no timely feedback on tutormarkedrnassignments and final examinations. According to this study, reasonsrnfor the delay of services were due to limited institutional capacity, overcentralizationrnof major activities at the central level of each college and rely onrnone mode of delivery system. Moreover, the recruitment and selection of tutorsrnwas not open to all; necessary induction and training were not conducted.rnThe largest group of the trainees did not benefited from face-t01ace tutorialrnprograms mainly due to a long distance of tutorial centers from their respectivernwork place and insufficient time given for the tutorial sessions.rnThe result obtained also indicated the main financial inputs were obtainedrnfrom the tuition fees and other obligatory payments. The trainees claimed thatrnthe tuition fees did not consider their economic status as the largest number ofrnthem were married, had children and paid average salary of Birr 501 to 600.rnBesides, the support services provided by each college did not comply with thernpayments.rnTo sum up, the result obtained depicted that factors affecting the system arernclosely related to organization and coordination, a variety of media employed,rnprovision of student support services, and financial inputs of the system.rnFinally, based on the major findings and conclusions, recommendations werernforwarded to tackle the problems understudy