In this study attempts were made to the extent to which EFL teacher education program mernparticipants' hold a shared set 0 f beliefs a bout t he new E FL teacher education operation andrnpractices, and to explore factors that affect the proper implementation of the EFL teacherrneducation program-me practices in six university based EFL teacher education p aerogrammes inrnEthiopia in light of a constructionist paradigm by using both closed ended survey questionnairesrninvolving 382 respondents (265 student teachers, 55 in instructors and 62 cooperating teachers) andrnan open ended, discovery oriented qualitative method involving individual and group interviews,rnobservations and document analyses in one of the six program me as a case study.rnIn order to evaluate the implementation of the EFL teacher education program-me, a conceptualrnframework was designed to gather and analyses data examining four broad areas: assumptions,rngoals, tasks, and roles, which are considered essential for critical regulation of an EFL teacherrneducation program me within the context. Therefore, criteria were conceptualized within arnconstructionist perspective of teacher education and scales were developed to identify degrees ofrnpresence of the required attributes for assessing each area in the quantitative part of this study andrnessential questions were set to explore the required attributes for assessing each area in thernqualitative part of this study.rnThe survey results showed that though the program me participants perceived the goa ls of the EFLrnteacher education program me positively, they held different levels of beliefs about basicrnassumptions and principles of constructionist pedagogy as well as about the goals of the EFLrnteacher education program me, proved to be statistically significant through a one-way ANOV A.rnAs regards the tasks in the school-based component of the program me, the survey resultsrnrevealed., however, the practical activities (such as practicum support system, reflectiverndialogues, and portfolio construction and action research experiences) were found inadequate.rnThe survey results also showed that the roles of university supervisors in practicum were ratedrnbelow the expected mean value and those of the cooperating teachers were rated still far lower,rnwhich signifies their diminished roles in the programme as co-educators.rnHowever, the qualitative data di sproved the participants' claimed beliefs about the basicrnassumptions and theoretical bases underlying constructi vi st pedagogy as the actual programmernpractices were found inconsistent with the espoused beliefs. Numerous things such as the absencernof training for cooperating teachers and the absence of activities like reflective dialogues,rnportfolios and action research seminars to promote the student teachers' reflective habits, skillsrnand attitude in the practical courses indicated that the program me was being implemented in anrnenvironment that did not support all the means to the end. The qualitative data supported thernsurvey findings by showing that the tasks in the practicum courses have problems in terms ofrntransparency, consistency, integration of theory and practice, and organization, and confirmingrnthat the non-existent roles of cooperating teachers and the same unchanged traditional roles of thernuniversity supervisors in the new practicum setting.rnThis study concluded that major conceptual and contextual factors (such as class size, the lowerrnacademic achievements of the student teachers and wrong assumptions of the context during thernreform introduction) have affected the implementation of the program me.