The main purpose of this study was to assess the practices and challenges of mathematicsrnteachers in conducing Action research in Governmental Secondary Schools of Addis Ababa cityrnAdministration. A descriptive survey research design was employed to conduct the study. Datarnwere gathered from 10 sub-city level supervisors, 10 Governmental secondary school principalrnand 139 governmental secondary school mathematics teachers. In order to select samplernrespondents, simple random sampling and availability Sampling techniques were employed.rnData for the study were collected using questionnaire, interview, focus group discussion andrnobservation. Data obtained from questionnaire, were analyzed using statistical tools likernfrequency and percentages. The data from interview and focus group discussion was analyzedrnqualitatively and observation was analyzed with the data collected through questionnaire,rninterview and focus group discussion where necessary. The finding from data analysis revealedrnthat the support given to governmental secondary school mathematics teachers practice trainingrnin action research was low, the supports provided to secondary school mathematics teachersrneven after they started practicing action research was found very law. The follow up system wasrnalso very poor. Furthermore Governmental Secondary School mathematics teachers Actionrnresearch was varied from school to school and the major challenges of secondary schoolrnmathematics teachers in conducting action research were getting support on the scientificrnmethods of conducting action research and continuous follow up from experienced sub-city levelrnsupervisors or experts on the basis of these findings, it is recommended that continuous trainingrnand support to school teachers is necessary to tackle the challenges of secondary schoolrnmathematics teachers.