The main purpose of this study was to assess the performance of ESDP at primary level and to identify thernmajor challenges and problems that have affected the achievement of the ESDP III at national level. Thernstudy employed a descriptive survey method, and involves both primary and secondary sources of data.rnRecent education statistical data of primary education were used to make the analysis on the progressrntowards the assessment of ESDP III at primary level. Moreover, primary data through questionnaires andrninterviews were collected from process owners and experts at MoE and REBs. Moreover developmentrnpartners were involved in the interview. The collected data were analyzed and interpreted using enrollmentrnratios, parity index, percentage and mean. The finding of the study revealed that educational access andrncoverage have shown remarkable improvements over the last five years, between 2004/05 and 2008/09.rnHowever, as the net enrollment ratio shows, entry to grade one has been highly dominated by over-agedrnchildren, particularly in rural areas. Improvements were also registered in ensuring equity in the provision ofrnprimary education, but disparities between boys and girls and urban-rural disparities have been challenges tornthe achievement of ESDP III at primary level. The capacity and management-related-problems such as lackrnof technical support to the regions, lack of adequate training for the implementation of ESDP ,High tum-overrnof implementers, regional, urban/rural and gender disparity, Inefficient utilization of resources, poor quality ofrneducation, weak education planning and implementation/management capacity particularly at MoE,rninadequacy of basic school facilities, shortage of qualified and experienced teachers in the second cycle ofrnprimary education in the rural areas, inefficiency of smooth student flow through the educational ladders ofrnthe primary schooling as reflected by low survival and completion rates due to drop-out and repetitionrnproblems, low quality of school infrastructure, due to a strong reliance on low-cost constructions, long home-schoolrndistance, lack of school basic facilities and materials, lack of counseling and support for students andrnthe likes were identified as a factor that made schools environmental less child-friendly and discouragedrnschool attendance. The socio-economic and cultural problems: family low income, drought and foodrnshortage, child labor demand, parents' illiteracy, early marriage and the likes also affected the education ofrnchildren, particularly of girls and rural children. Moreover, less commitment of the political leadership torneducation has also contributed to the non-achievement of UPE in general and ESDP Iff targets in particular.rnThus, if these present conditions and challenges persist, the coming ESDP IV has less chance to achieve therngoal of UPE by 2015. Emphasis should also be given to increase access and equity by addressing all therninhibiting factors (social, economic and cultural). Moreover, all these could be put to the ground with strongrnpolitical and leadership commitments. In order to achieve the target set during the ESDP the politicalrncommitment is vital. The management and the evaluation of the progress of ESDP should bernstrengthening. The Annual review meeting and joint review mission should be strengthened. Above all thernString committee at MoE and REBs should be functional. The implementers should work their daily activitiesrnas per ESDP implementation manual. Finally, the study recommended that for ESDP to be achieved thosernchallenges and problems need to be solved. Net intake rates to grade one should approximately reach 100%,rnand the cohort ever entering grade 1 must be kept in the system to progress through the education ladder torncomplete the final grade of primary education by avoiding dropout and repetition. Effective strategiesrndesigned than the current trend for the emerging regions. Opening mobile schools and Para-boardingrnschools for meeting the needs of pastoralist and semi-pastoralist students Strengthening the school feedingrnprogram for food insecure areas and Providing special support programs that can promote enrollment of girlsrnand the retention in schools Construct more upper primary schools and classrooms in rural areas should berngiven to the implementers