The purpose of this study was to explore the attainment of Millennium Development Goal Two inrnEast Gojjam Administrative Zone located in Amhara Regional state, Ethiopia. It attempted to findrnout how children with and without disabilities accessed primary education in the statedrnadministrative Zone. This survey research employed a mixed method approach, and participantsrnwere selected through purposive sampling technique. Data were collected using numerical datarnformat, interview and observation tools, and were analyzed through descriptive statistics andrnthematic data analysis techniques. The results, therefore, indicated that there were observablernprogresses in the implementation of MDG Two in primary education. In the Zone, the number ofrnstudents enrolled in primary school increased to 531,884 in 2013/14 academic year. This addressedrn91.3% of the total number of school age children. Gender parity reached balance level. However,rn50,314 school age children were out of school in 2013/14. School dropout problem was one of thernthreats that hinder the attainment of UPE in this Zone. The number of dropout students in primaryrnschools reached to 25,708 in 2013/14 academic year. In this Zone Teacher: students ratio recordedrnan average of 1:40. Participants had positive expectations towards attainment of MDG Two andrntherefore suggested that each level of administration should attain provision of UPE. Woredas differrnin their commitment to provide UPE for students with disabilities. Accessibility of primaryrneducation for children with disabilities in this Zone was very limited. Although 4474 children withrndisabilities were identified in the Zone, only 10% had accessed to primary school education inrn2012/13 academic year. Woredas were not willing to accept all children with disabilities in onernacademic year. Awareness raising program did not provide for parents of children with disabilities.rnIn East Gojjam Zone providing SNE for CWDs did not show progress as it was stated in ESDP IV.rnThus, the right to get access to primary education for all children was not implemented