True learning demands engaging learners in active and purposive use ofrni11formationfrom their environment and other sources to make a betterli[e. Thernpurpose of this stlldy was to investigate the statlls of the implementation ofrnactive learning approach in some selected governmental and private upperrnprimary schools in Addis Ababa. Data were generated using a questionnairernthat was dispatched to a purposively selected 63 teachers and 124 students, anrninterview conducted with a purposively selected 8 school principals, classroomsrnobservations and review of curricular I1wterials. By employing a descriptivernsurvey research method, the sllidy found out that although the implementationrnof active leaming approach is emphasized in the policy, currently leclw'ernmethods, in which teach ers' talks dominate in most classrooms. 'l'he obstaclesrnfound were teachers' lack of skills, inappropriate curricular materials, lack orrnschool facilities to implement active leaming and to some extent studenls' (melrnteachers' lack of positive attitude towards active learning. The result seems tornsuggest that the policy has set expectations on schools to implement activernlearning approach that demands more than what they actlwlly can do ut thernmoment. Therefore, provision of more enobling conditions such us instrudionulrnresources, suitable curriculor I1wterials unci continuous and relevu nt in -servicernand pre-service trainings for upper primary school teachers is hiyhly essentiulrnto improve the implementation of active learning.rn.