This study was intended to assess the implementation of the first three years schoolrnimprovement program. In order to achieve this purpose, basic questions: to what extentrnschool improvement program was implemented in Addis Ababa government secondaryrnschools, to what extent stakeholders were involved in the implementation process of SIP ,rnwhat were the !clctors that impeded the success of the school improvement program, whatrnwere the lessons learnt from the implementation of the first three years schoolrnimprovement program were raised. Descriptive survey method was employed as arnresearch method in this study. Both probability and non probability sampling techniquesrnwere used. Accordingly 3 sub cities were randomly selectedFom ten sub cities found in therncity administration. From the total 12 secondary schools found in the study area, 9 werernagain randomly selected and included in this study. School leaders, teachers, students,rnSIC members, teaching learning core process owners, and professionals Fom teachingrnlearning core process of Addis Ababa City Administration Education Bureau were used asrnprimm)' sources of data and document review as secondary data sources. Questionnaire,rninterview, FGD, observation, and document analysis were employed as data gatheringrntools. Afler data were gathered, analysis was made by organizing in tables and computedrnusing percentages, rank mean, and one way ANOVA. Thefindings revealed that the overallrnlevel of implementation of the first three years school improvement program wasrnmoderate. Shortage of input, lack of professional support Fom district, sub-city andrnregional educational bureau, inability of school improvement committee to properly playrntheir role, turnover of principals and indicators being tedious and redundant among othersrnwere problems encountered by secondary schools in the implementation process of SIP. Itrnwas concluded that shortage of input and absence of monitoring and evaluation negativelyrnaffect the implementation of SIP. To alleviate the problems and improve quality ofrneducation, strengthening monitoring and evaluation on SIP implementation, retainingrnexperienced school leaders, assigning laboratory technician to schools, and making thernschool improvement committee jill1ctional were among the recommendations.