This study was mainly aimed to investigate the extent of implementation of gradern7 English syllabus.rnThe subjects of the study included 20 teachers, 100 students and 8 directors fromrneight schools in Eastern Gojjam, selected using multi-stage cluster, available, purposivernand simple random sampling techniques. Six 1999 first semester examination papers wererna lso collected from 6 schools. Observation, questionnaire, interview and documentrnanalysis were used to gather data. Percentages, mean values, correlation, t-test andrnregression were used to analyze the collected data.rnResults show that 65% of the teachers and above that in certain roles sawrnthemselves as not competent, with their existing knowledge and skill, to use rolesrnsuggested in the syllabus and declared that they need inservice training and help fromrncolleagues. Teachers over all mean value in perceived competence also found to be 2.6,rnin between category 2 (inservice training and help form colleagues) and category 3 (lillIernhelp from colleagues). Teachers extent of implementation of the syllabus found to bern38.75% and the quality of implementation was also close to attempted (1.02), from a fourrnpoint rating scale. At least 80% of the teachers were at or below 'mechanical use' in allrncategories except acquiring information, entailing disjointed and superficialrnimplementation. Teachers also failed to measure proportionally various objectives of thernsyllabus as most of the exam items (73%) were related to language rules. Teachers,rnhowever, reported relatively higher degree of implementation (59%) while students reportrntend to be similar to what is observed.rnInservice training, perceived competence and participation found to have arnsignificant positive relationship with actual classroom practice of teachers and along withrnexperience accounted for 49% of the variation in actual classroom practice. Teachersrnperceived competence tend to be the only independent significant predictor of teachers actual classroom practice accounting for 35% of the variation. Lack or inadequacy ofrninservice training, students poor background knowledge, teachers lack of competence tornuse syllabus roles, difficulty of roles and poor supply of materials such as textbook andrnteacher's guide appeared to be the major hindering factors in the implementation of thernsyllabus.rnThe conclusion to be drawn from the study is that aspects of the new English gradernseven syllabus are being implemented minimally and poorly due to teachers lack ofrncompetence and other factors mentioned earlier. The implementation process in the pastrntwo years failed to maintain some fet1ile grounds like training teachers with new skills andrnknowledge and supplying necessary materials sufficiently. Hence it appears to be wise andrntimely to take appropriate measures to change the much unchanged operational syllabus.