The purpose of thi study was to evaluate the implementation of the preparatory mathematicsrnsyllabus in TVET Institutions. Attempts have been made to examine: - whether the instructionalrnguidelines set in the syllabu are properly implemented at classroom levels, the attitudes ofrnteachers and students' perceptions towards the implementation of the syllabus, institutionalrncontexts and clas room environments for effective implementation of the syllabus and factorrnaffecting the implementation of the syllabus in the TVET institutions. To this end, a descriptivernsurvey approach was used as a method of the study. The data was collected from 236 samplerntudents, 12 mathematics teachers, 3 principals and 2 department heads in three Assela TVETrnIn titutions. Respondents were selected by using systematic random sampling and purposivernsampling techniques. Questionnaires, observations, interviews and document were used as datarngathering instruments. The data were analyzed both quantitatively and qualitatively.rnAccordingly, the result of the study indicated that the majority of mathematics teachers did notrnimplement the instructional guidelines suggested in the syllabus effectively. Teachers frequentlyrnused explanation or lecture and questions and answers instructional strategies. The mathematicsrnteachers did not use continuous assessment techniques to evaluate their students ' performance.rnignificant proportion of mathematics teachers (42%) had negative attitudes towards thernimplementation of the syllabus. Furthermore, the majority of the students ' perceptions towardsrnthe implementation of the syllabus were found to be very low. There was scarcity of curricula andrninstructional materials and shortage of time to implement the mathematics syllabus. Lack ofrntechnical and material supports, lack of communication and low attentions on the part ofrnprincipals, department heads and administration were observed to be the major factors affectingrnthe implementation of the syllabus. Consequently, there is a huge gap between what is intendedrnin the syllabus and its implementation in the TVET institutions. Hence, to alleviate the problemrnencountered in the implementation of the syllabus, continuous teacher professional development,rnadequate provision of curricula and instructional materials for mathematics teachers, devisingrnthe ways for frequent discussions between teachers, department heads and principals andrnmodifying or revising or changing the mathematics syllabus according to the needs 0/ thernstudents and the objectives of the TVET programs after conducting an extensive national studyrnare suggested.