The main purpose of thi s study was to investigate the implementation of group work strategy inrnprimary school EFL classes. The focus was to assess if primary school EFL teachersrnappropriately use group work strategy in their classes. Besides, the study was attempted tornanswer some basic questions such as: how the EFL teachers implement it, how the EFL teachersrn(rnand students perceive group work learning, whether they play their expected roles or not andrnwhat problems they face whenever they employ group work strategy in their classes.rnTo this end, three data gathering tools were employed to collect necessary information from thernsubjects of the research. The questionnaire was piloted at Bete Kihnet Primary School in Awassarntown and administered to 86 grade-8 students who selected randomly from 4 sections of twornprimary schools, Tabor and Ethiopia Tikidem primary schools. An interview was also managedrnfor 5 EFL teachers and 5 grade-8 students selected using availability sampling and purposivernsampling respectively while an actual classroom observation was held in three sections ofrnvolunteered EFL teachers. To analyze the data gathered through the above three instruments,rnboth quantitative and qualitative methods were used. Quantitative method was used to analyzernthe data gathered through questionnaire and qualitative method was used to analyze the datarngathered through an interview and classroom observation.rnAnalysis of the data indicated that primary school EFL teachers implement group work strategyrnrarely. Though they perceive that group work strategy is an active teaching approach to EFLrnclassroom which give more chance for students to practice the language and for the teachers torncheck individ ual student's progress, the EFL teachers use it rarely due to many reasons such asrnshortage of time and large class size. The students also perceived learning through group workrnthough they affected by factors like language problem, anxiety, group size, etc.rnAccording to the conclusions made, concerned bodies like the Ministry Of Education and schoolrnadministrative should either reduce the class size or increase the class time, to give EFL teachersrnand students a freedom to check their academic progress at the end of each lesson.