The purpose of this study was to describe current practices of ECE at Nekemte AdministrativernTown. The study employed concurrent embedded design. Teachers, directors, care givers,rnparents, and experts (regional, zonal and administrative town). Questionnaire, interview,rnobservation and document review were used to gather data. Data were analyzed using bothrnquantitative and qualitative methods of data analyses. The results of the analyses revealed thatrnteachers had satisfactory practice in ECE but the contents of curriculum did not consider holisticrndevelopment and learning needs of the children. Parents and government were not sufficientlyrnparticipating in ECE. The indoor and outdoor environment of ECE centers was not favorablernand childsized. Accessibility of ECE for children with special needs was weak. Shortage ofrnsupervision, well-designed curriculum, quality pre-service and in-service training, awarenessrnamong stakeholders, adequate resources and budgetary system, materials and equipment,rnawareness of parents and interest of professionals were challenges hindering preschools atrnNekemte Administrative Town. Although there were opportunities of using materials like earlyrnchildhood education standard, guideline for preschool education, guide line for children withrndisabilities, locally available materials, the preschools were not properly using thesernopportunities. The findings implied that stakeholders need to have awareness about earlyrnchildhood education, its benefits and its effective practices. Furthermore, pre-service and inrnservice quality trainings should be given for teachers. At last to be successful in early childhoodrneducation, the preschools need to use the opportunities