This study was intended to evaluate the implementation of grade 9 mathematicsrnsyllabus in selected secondary schools of Addis Abba looking at whether or not thernschools are in line with the demands of the syllabus, teachers' use of instructionalrnguidelines as required and students' behavioral development towards learningrnmathematics as a result of the implementation process.rnTo this end, 40 grade 9 mathematics teachers, 142 students taught by these teachersrn(18 students from each of seven schools and 16 students from one school), and 8rnschool directors were included in the study. The teachers and student subjects werernrandomly selected from the randomly selected eight high schools functioning in AddisrnAbaba in 2003/4 academic year. The school directors were directors of these selectedrnschools.rnThe study noted that the physical and instruction facilities available in the schools werernfound to be less suitable for effective implementation of the syllabus. The large numberrnof factors were identified that seems to have hindered the proper implementation of thernsyllabus. Some of the factors are the overcrowdness of the classrooms, the trend ofrnpracticing the traditional method of teaching (teacher-centerdness) on the part of thernteachers during classroom instructional activities, the poor communication systemrn/'rnexisting among teachers and teacher and other school community members tornimplement the syllabus, and lack of commitment by the teachers were identified asrnfactors that contributed to the less effectiveness of the implementation of the syllabus.rnThe study also indicated that students do not seem to have developed positive attituderntowards learning mathematics as a result of the implementation process.rnBased on the findings of the study, some recommendations were suggested at least tornminimize the problems that were thought to have negative influence on the effectivernimplementation of the syllabus.