The purpose of this study was to assess the role of the regional government and the currentrnpractices of pre-school education in three selected Weredas of North-western Zone of TigrayrnRegion. To conduct the study, descriptive survey method was employed. To effect this, out of twornZero-classes and 13 KGs in the three selected Weredas, two private KGs were selected byrnpurposive sampling technique due to the presence of large number teachers in EndaselassiernWereda. Moreover, three Kindergartens were selected from Endaselassie Wereda using simplernrandom sampling technique (lottery method) of which two were private and one governmentrnKindergartens. Besides, out of the two Zero-classes, one Zero-class was included in the studyrnusing 10llery method ji-om the mentioned Wereda. Furthermore, Two Kindergartens ji-omrnSheraro Wereda and one Kindergartenji-om Medebay Zana Wereda were selected by availablernsampling technique as sample pre-schools. All teachers including principals thirty-nine in thernsample pre-schools were used as subject of the study. In addition to this, 18 children's parentsrn(ll'ho h(!uq Jmoq-schoo! age ~hi!dre n er~.1"D!!ed .i,'; pre-scl:DO!) were selected by accidental sampling'rntechnique and 9 parents (who have pre-school age children but not enrolled in pre-school) werernselected by purposive sampling with the guidance of principals. One Regional and three Weredarnlevel Education office experts were selected on purposive basis. Four types of data gatheringrnir.struments (questionnaire, interview, observation checklists, and document analysis) werernemployed. Pilot test was conducted in ten pre-school teachers and the reliability of therninstrument (questionnaire) was computed using Cronbach's alpha. Accordingly, the pilot testrnresult was 0.77. Based on this result fo ur items were modified. Finally, quantitative data werernanalyzed using percentage and the qualitative data were presented in words to supplement therndata obtained through quantitative methods. Findings made clear that almost all the studiâ‚¬drnpre-schools have adequate indoor and outdoor equipments as the standards set by TigrayrnEducation Bureau; most pre-schools (91.2%) have moderate conduciveness of classrooms forrnteaching-learning processes; 82.6% of teachers have trained in pre-school teaching; therninvolvement of parents in pre-school were moderate (55.9%). These all encourages thernpractices of pre-school education. However, pre-school education was not practiced as stated inrnthe policy due to lack of separate school environment, poor sanitmy facilities of pre-schools;rnpoor organization of materials and equipments in classrooms; low opportunities of in-servicerntraining of teachers (100%); scarce of assistant teachers as well as lack of training (67.8%);rnless allention and support of regional governments. Thus, the RBE, WED, pre-school owners,rnpre-school teachers and parents need to give high allention tv enhance the practice of preschoolrneducation in the three selected Weredas 0.( North-Western Zone of Tigray.