The purpose of th is study was to assess the reform conducted on the first cyclernsecondary school EL T curriculum in 2004-2005. The assessment mainly focused onrnwhether or not the EL T curriculum reform elements were handled appropriately.rnMoreover the study also tried to look into the English language teachers reaction aboutrnthe over all reform and the implementation of the reformed EL T cu rriculum.rnThe study involved four EL T curriculum experts working at ICDR and twenty-three firstrncycle secondary school English language teachers who have been teaching thernlanguage in five government and private secondary schools in four admin istrativernregions of Ethiopia.rnThe data for the study were gathered through questionnaire, interview and documentrninspection. Two different types of questionnaires were designed by the researcher andrnadministered to the EL T curriculum experts and to the English language teachers.rnInterview was conducted with nine English teachers who filled the questionnaire. Inrnaddition , documents, which cou ld provide us with any information on the current EL Trncu rriculum reform , were inspected.rnThe results of the study showed that some of the EL T curriculum reform elements werernnot properly dealt with by the responsible reform agents. They also implicated some sortrnof disorganization and lack of systematic handling of the reform tasks. Furthermore, thernresults of the English language teachers' reactions show that most of the teachers havernpositive attitude towards some aspects of the current EL T curriculum reform and itsrnimplementation even if they believe that they were sidelined from the reform tasks andrninformation.rnThe study was culminated by making pertinent recommendations on the basis of thernfindings.