Educational policy formulation process in Ethiopia is not adequately informed byrnand reflective of research based evidence. This is largely due to limited interfacernbetween researchers on one hand, and public policy makers in the government onrnthe other. The aim of this study was therefore to examine some research basedrnevidence on the influence of educational research on education policy formulationrnin Ethiopia since 1994. This study employs qualitative design. The participants ofrnthe study were sixteen. The participants and the study area were selected usingrnpurposive sampling. The instruments for data collection were in depth interviewrnand document analysis. Moreover to strengthen the study, different published andrnunpublished related literatures reviewed. Policies are usually based on evidence.rnThere is reciprocal relationship between policy and research. Policy formulation isrnnot an end in the continuum process but a means to an end as researches arernneeded to evaluate, modify or change the policy. Findings of the study show thatrnthere is little influence of Educational Research on educational policy formulationrnin Ethiopia. The paper identifies several factors responsible for this ineffective usernof research results in influencing policy formulation which include inadequaternresearch funds, political interference, poor quality and irrelevance of researchrnoutputs, inefficient communication and insufficient dissemination. Therefore, therernis a need to promote co-existence between Educational research and educationrnpolicy making process in Ethiopia. Researchers, research institutes and policyrnmakers have to work together for the wider vision of the country and nationalrncompetitiveness- â€˜team work is necessary