The maIO purpose of thi s s tud y is to identify and explore th e mealllngs of folkl or icrncontents included in second cycle primary Oromo langua ge te xtbooks to be tau g ht asrnintegral part of the four language s kills. The method e mplo yed to ana lyze and interpret tb ernfolkloric contents was qualitati ve content analysi s. The folkloric contents found in therntexts; the curriculum developers; teacher educators and second cycle primary te ac hers,rnwere the sources of information that had been ana lyzed and interpreted. Apparently th ernse mi structured interview guide and open end ed questionnaires were used as a supporti verndata co ll e ction in struments. All of the folkloric contents found in the texts werernpurposively analyzed and interpreted und er this stud y.rnAccording to the major findings the entire passages found in the texts were ninet y nin e.rnAmong these fifteen passages conta in e d folkloric contents. From the four forms ofrnfolklore; oral literature and performing folk arts are found in the texts. Between the se th ernoral literature genres are dominantl y portra ye d. The re st forms s uch as : soc ial fo lk customrnand material culture are not reflected in the texts. From oral literature genres: eleven folkrntale s, thirty s ix proverbs , and twenty five riddles were found in the te xts. They were to bernlearned in a ll grades except seventh g ra de. In seventh grade th e only ora l literature genrernto be lea rned is folktale . Among folk ali genres : one pa storal song, two love songs, andrnone chi ldren play grou nd rhyme were found in the texts . They were to be learned in gradernfive and grade e igbt. Tbe identified genres (types) of oral literature and performin g folkrnarts are five and the item s of th ese genres were totally seventy six in number. If not some,rnthe folkloric contents designed in the syllabu ses are linked to the texts developed.rnWith regard to the main recommendations, ex ploring prior to selecting folkloric contentsrnand selecti ng genres from all forms of folklore or folk life studies is advi sable . Tbe carefulrnlinkage of folkloric contents between the syllabuses and textbooks is an imp o rta ntrnp e rformance in cutTicu lum development. The vertical and hori zo ntal organi zation of so mernfolklori c contents n eed s assess m e nt. With re sp ect to teacher education ba sed on fo lklori crncontents, conductin g another re search is re commended .