This study investigated crime investigation curriculum: practices and challenges. For the study,rna conceptual framework having 8 independent variable and a dependent variable were derivedrnfrom the review of literatures. The study employed mixed method and both qualitative andrnquantitative data collection tools were used besides, documents were used as secondary data,rnthe participants for qualitative data were purposively selected. Partly the respondents of thernquestionnaires were drawn using multistage followed by random sampling and alumni werernselected on availability. Accordingly, the data were collected through questionnaires, interviews,rnFGD, observation as well as documents. The quantitative data were analyzed using mean andrnpercentage to determine individual influences of the independent variables and overall influencernof the variables on practice were determined using regression using SPSS version 20. Thernqualitative data were extracted in alignment with the variables of conceptual framework, andrnwere triangulated with statistical results. The results that CIC practice was influenced byrnsociety, technological development, it was also found that it is an adult male dominated strictlyrndisciplined paramilitary authoritarian with poor setup, inadequate facility, low infrastructurernand meager resources and negligible research support. The curriculum and the CIC practicernseem underdeveloped and lagged behind the demands of the contemporary society with respectrnto technology. There were setbacks in balancing between theory and practical as well asrnclassroom with outside physical drills. Moreover, there were symptoms of dissatisfaction onrncurriculum development and revision, and in terms of recruitment, promotion development andrnretention of instructors and /physical exercise trainers. Likewise, it was found that there werernthere were dissatisfactions on the selection, enrolment and studentâ€™s continuous assessment, andrnwhich could be attributed to lack autonomy both in classroom and in physical drill. The studyrnindicated that CIC practices were not dully determined by educational policies rules andrnregulations and reluctance has been observed both in implementing the existing educationalrnpolicies, rules and regulation which are still drafts awaiting for approval. Leadership should putrnin place mechanism and encouraging environment to develop professionalism and decreasernpolitical interference. Ensure the selection and appointment of leaders to be based onrntransparent and sound criteria and the presence of pertinent legal frames and its properrnimplementation. None military and participatory leadership has to be tested along withrnparamilitary practice. Segregate concurrent instruction of academic and physical drill,rnMoreover balance theoretical knowledge production with the skill development in accordancernwith requirement of the curriculum. Implement the senate legislation properly on academic staffrecruitment and select student officers based on standards stipulated in respective curriculum.rnDesign a mechanism to increase pool of student officers to increase capable candidate. Studentrnofficersâ€™ continuous assessment processes should be revisited and reconsidered. Support thernpractice by research. Design proposal, lobby the government and convince EFPC for havingrnindependent annual budget to reduce the lack of infrastructure and facilities. Facilitate and findrnalternative mechanism to generate funding, which have been one of the bottlenecks of thernpractice, therefore monitoring the independent variables make the practice fruitful. Researchersrncan use the study as a springboard for further study CIC practice.