The aim of this study was to explore the challenges and achievements of Dawurogna as arnmedium of instruction in primary first cycle schools of Dawuro zone, SNNP. For the purpose,rnthe zone and woreda education officials, teachers of Mareka, Loma woreda and Sore townrnadministration, and grade four students and their parents were the source subjects of the study,rnwhere the use of Dawurogna as a medium of instruction is being implementing. In an attemptrnto collect reliable and valuable information, a combination of diverse data gathering toolsrnconsisting of questionnaire, interview and documentary sources supported by informalrndiscussions with schools principals and officials were carried out. The findings of the studyrnrevealed that the attempt made to prepare teachers to teach in Dawuro language as a mediumrnof instruction was not promising and satisfactorily treated. The educational status of teachersrnwas not in line with the current education and training policy of the country. The in-servicerntraining was also the forgotten issue. There was a serious scarcity of students' textbooks andrnother reference materials for both teachers and students. Most teachers replied that textbooksrnprepared was not in line with students' age and grade level and also lack cultural context. Thernother most serious problem was, teachers' negative attitude towards the language as a mediumrnof instruction and their least participation in various problem solving activities, but students,rnoffiCials and parents have favorable attitude to the language as a medium of instruction. Therninability of teachers training Colleges to train teachers in their respective nationalityrnlanguages was also another major problem. The participation of teachers in activities such asrncurriculum and text materials preparation, evaluation, workshops to build their capacity werernvery low. On a positive note, Dawurogna medium of instruction has resulted in variousrnbenefits; it highlighted the freedom of using the language. It helped students to understand thernlesson. Translation problem has been omitted that the concerned bodies to discuss on schoolrnmatters each other, . enabled people to write and read etc. were the major ones. On the basis ofrnthe findings, the awareness and skill development training, preparing qualified teachers andrnrelevant textbooks, and other instructional materials, enabling the training Colleges to trainrnteachers in their respective nationality languages, encouraging teachers and other educatorsrnto conduct research on the area and strengthening the community (stakeholders) participationrnby the regional, zonal and woreda education bureau with other stakeholders should be carriedrnon Y1!ere recommended to ease the problems and to maintain the achievements obtained.