The principal aim of undertaking this research was to assess the competency status of current TVETrntrainers and factors adversely affecting their performance in selected zones of Oromia: Bale, EastrnArsi, West Arsi and East Shoa. Concomitant with this, answers to basic questions pertaining to,rnselection and recruitment process of trainers, supervisory and professional support, adequacy of preservicernand in-service training; trainers' technical, academic, managerial and social competencies,rntheir capacity in preparing graduates, major constraints in their training activity and trainers jobrnsatisfaction were sought. To Â·this end, a descriptive survey research method was employed for thernstudy. The result of the study depicted that admission criteria to technical/vocational teacherrneducation that based on EHEECE found unsatisfactory, selection and recruitment of trainers was notrndone efficiently. Current trainers were ill-prepared in technical skills they gained in pre-service andrnill-service training. Most trainers were under qualified and no adequate supervisory and professionalrnsupport for them. The study found out that trainers' practical competency is low and current TVETrntraining is a theory-dominated one. Regarding social competencies, trainers were well atrncommunication but poor in understanding students' diversity and difficulties. The study alsornconfirmed TVET trainers were not in position to adequately prepare their gradates in key skills andrnabilities required in the world of world. In general, it was concluded that many trainers/ teachersrnhave adequate theoretical knowledge, but they lacked adequate practical technical skills andrnconsequently they produced graduates poor in their technical abilities. Regarding the factors, thernsurvey study found out that lack or absence of training raw material, dwarfed training budget,rnprocurement problems, lack of qualification, lack of industrial experience, absence of their ownrncommitment and insufficiency of physical facilities were the major constrains that impeded trainersrnperformance. In addition trainers were greatly dissatisfied in recognition for their betterrnperformance, promotion prospects, with working conditions, in their social status, salary and otherrnbenefits as well as appraisal of their schools. Therefore, it was recommended thatrntechnical/vocational teachers training colleges' needs to review the content of the courses theyrnoffered. Trainees need be offered additional skill courses, and more practice time be arranged. Inrnaddition courses need be designed to integrate awareness creating and practice. OEB needs tornprovide skills gap training, on job training, in-staff training, capacity building undertakings,rnexperience share, and increase training budget to reasonable level. TVET institutions have to designrnmechanism to generate their own internal-income and work diligently with their trainers. Trainersrnthemselves need to respect for their own their profession and must be loyal to ethics and be goodrnmodels. Government needs to raise salary package of TVET professionals as recently recommendedrnin draft national TVET strategy.