The study was carried out in an effort to assess the communication strategies in thernpromotion of primary girls' education that targeted at the Sidama people. Data wererncollected using focus group discussions, semi-structured interviews with key informants,rninformal interviews and observations were held. Data were collected from GemetornSawala, Abaye and Haramfama Kebeles. The outcome of the findings illustratedrnthat coffee ceremonies, Idir, social gatherings, market places, weddings, mourning ritualsrnand churches were found to be the major places for verbal means of informationrnexchange for the Sidama people. Though the study area has traditional ways ofrninformation exchange mechanisms, both the society and the organizations working in thernarea do not seem to have benefited from the existing traditional ways of sharingrninformation to promote girls' education. The most dominantly used existing medium isrnthe community radio. The other major phenomena that began recently to be used byrnpartners as modern means of communication operational in the area towards thernenhancement of girls' education is the community dialogue though this practice is notrnvery widely used as it is still at its infant stage. The target communities did not fullyrnparticipate in the girls' education campaigns and were not actively involved. in thisrnregard, it is unlikely that the participatory development communication aspect hasrnworked as much as expected. The advocacy campaigns conducted in the schools werernfound to be much better than the activities of the community. Even though therncommunity claimed to have developed awareness, there still existed lack ofrnunderstanding of the value of girls' education especially among parents. The Sidamarnpeople were hardly getting messages in their own language. It is less likely that the targetrnaudience would identify themselves with the content of the posters and pictures that werernposted to pass messages. It would, therefore, be advisable if wide-spread communityrnsensitization programs are enhanced. These programs also need to strongly address thernharmful nature of traditional practices such as abduction and early marriage.rnSensitization programs also need to increase not only parental but also societal awarenessrnof the value and benefits of girls' education.