The study was designed to evaluate the grammar contents of English textbooks of grades 5-8 inrnOromia Regional State. The evaluation includes grammar exercises, explanations of rules,rnselection, sequencing, repetition of items and difficulty level of the contents. To conduct thernstudy, a purposive sampling technique was used to select the textbooks, the schools and thernteachers, and content analysis was also employed. Four English textbooks (grades 5-8), 32rnclassrooms (from 8 schools) and 143 English teachers were selected for the study.rnThe study revealed that the contents of the textbooks are selected in line with the social andrnenvironmental backgrounds of the students. However, the exercises in the books lack clearrninstructions, contexts and exhaustive questions that are relevant to particular lessons. There arernalso shortages of explanations about the grammar rules presented in all of the textbooks.rnThe findings also show that the sequencing of the grammar contents is adequate in that there isrna single grammar rule presented at a time. However, many grammar items are not repeated inrnsubsequent units and grades. Moreover, there is little attention paid to grammar contents of thernwhole textbooks, and many grammar items such as tag questions and answers, nominals,rnphrases and clauses that need to be taught to primary school children are not addressed in thernbooks. Furthermore, the study shows that there are no grammar summaries/reviews, glossaries,rnand activities in any of the textbooks.