T he main purpose of thi s study was to asses the implementati on status of' TVET strategy in AA . Therninta ntion was to id entify stre ngthe ns and weakn esses seen while impleme ntation of' the strategy. Tornachieve the above and other purposes and object ives o f' this st udy, a qua nti tat ive descriptive s urveyrnresearch method was employed. By proper application o f' sampl ing techniques, a ll necessa ryrnparticipants of this study were selected from AA c ity admi ni strati on TVET agency, TVET departmentrno f sub c ities, TVET in stitutes, employment o rgan izatio ns, and c ivic assoc iationsons on developmentrna nd from TVET graduates not able to get employment in the c ity. By employinig c losed and openrne nded questio nnnaries and semistructured inte rviews as apropriate data gath ering instruments for thisrnstudy, s ignifi cant types of data were gathered from 30 TVET o ffi c ia ls or experts, 50 pr incipa ls ofrnTVET in stitu tes, 100 tra iners, and 150 trainees of'TVET in AA. Other s ignifi ca nt data a lso gatheredrnby document ana lys is. All these data were analyzed by the sim plest stat isti ca l data ana lys is andrnexpression method, which is percentage. From a ll thses it becomes clear that, many improvements andrnsome shortages in performance of activ ities while im pl ementa tion of TVET strategy in AA arernbecome clear. From these we can state that, unde rstanding of the main impl ementers ofTVET strategyrnin AA on proper implementation ways of the strategy is s ignificantly improved. As the data analys isrnand interpretat ion made in this regard most of them have a ll the necessary knowledge and ideas on thernproper imp lementation ways of the strategy. The study make a ll of the fo lowing act ivit ies which arernpe rformed fo r the proper imp lementati on of the strategy as establi shment of tra ining institutes, maki ngrnTVET training and its curriculum re levent, job 0ppOitunity for TVET gradu ates, extent of tra ining onrnpractical fi eld works, contribution ofTVET both for the society members and the nation are improvedrns ignificantly in manL cases. IL is poss ible to say that in many instance implementation of the straLegyrnin a ll these activi ty areas is in appropraty status. Apart from these appropriaLe implemenLaLionrnimprovement types of the strategy, the study also makes it clear thaL, some forms of impl ementationrnactiv ities of the strategy need improvement fo r the proper im plementation of th e strategy and to bringrns ignificant changes in these rega rd. These are the imp lementat ion system of app renti ceship tra ining.rnquality and qua lification levels ofTVET Lra ine rs or Lechars, tra ini ng materials input, the potentioalrnor capability of tra in ing to ab le tra inees create their own bus in ess, and al l s ignificant types o frnplan required to be made to enable a ll TVET gradutes and trai nees to create thei r own bus inessrnreq uire cruc ial type imprvement to e lTecti velly and c nieienLly impleme nL th e strategy. Moreoverrnthe payment difference for sim ilar tra ining between the pr ivate and government TVET in sti tutes andrnd iffe rence in ad mi ss ion of students at the lower levels of pri va te and government TVET institutesrnare identified as the tVET strategy implementation areas or acti vities, those looking for proper form ofrnimprvement. The study winded up by giving most necessary recommend ations whi ch help to so lve thernmost limtati ons seen while implementat ion ofTV ET strategy in AA.