The main objective of this study is to study the implementation of therncurrent education language policy in Wolayta Soddo p rimary schools. Thernstudy comprises both the first and the second cycles. As a result grade 4rnand grade 8 students of each cycle were chosen to p articipate in the study.rnFrom these grades 140 students were participated. Besides 22 teachers (6rnfrom the first and 16 from the second cycle), 10 parents and 2 educationrnbureau officials were also participated. Totally in this study 174 subjectsrnwere involved.rnUsing questionnaire interview and observation the required data wererncollected from the subjects. The collected data were analyzed usingrnquantitative and qualitative methods. The findings show that, classroomrnlanguage use at the first cycle is consistent to the policy whereas at thernsecond cycle not. Amharic and Wolaytato are the de facto mediums at thernsecond cycle. Both teachers and students have English [, roblem. Thernmethods that are used for English teaching in the first cycle do not enablernstudents adequate to be instructed only in English.rnExcept first cycle teachers, students in both cycles, second cycle teachers,rnparents and education officials understood the use of Wolaytato as thernmedium of instruction in a wrong way. As a result they have developedrnnegative attitude towards learning in Wolaytato beyond the first cycle.rnThey prefer English to Wolaytato as the best medium cf instruction forrnsuccess in education. However the students' achievement is not as goodrnas those students who learn in their mother tongue in the whole primaryrneducation. Therefore first cycle teachers should be continuously trained inrnteaching English. Learning in English should wait until students get oralrnproficiency and literacy skill in English. The concerned government bodyrnshould work to change attitudes of the stake holders and motivate tornparticipate in the implementation.