The main purpose of this study was to asses the socio-cultural factors that influence therneducational participation of Menjo community in primary education and suggest feasiblernsolution to minimize the educational problem of Menjo community. To this end, datarnwere. gathered from 155 Menjo students belonging to Grade 4-8, and 61 teachersrnteaching in the selected schQols using separate questionnaires. Ten educational officersrnand 10 school principals participated in interview. Focus group was held involving 11rneducated Menjo adults. Purposeful sampling was used for selecting schools, systematicrnrandom sampling was used for selecting students and teachers sample. Percentage,rnmean, t-test were used and qualitative description were employed to analyze the datarnobtainedfrom interviews andfocus group discussion.rnBased on the findings from data analysis, some of the socio-cultural factors like lack ofrnparent-teacher interaction, peer interaction, teacher-student interaction,- lack of modelrneducated Menjo people as an example,- communities low appreciation for modernrneducation; the low level of educational background of parents,- practice of tradition ofrnbeing looked down by others,- low degree of school and community relationship,rntraveling long distance from home to school , unwillingness of non- Menjo students tornmix wilh students of Menjos have been ident(fied as a major influencing factors in therneducational participation of Menjo students. In line with these findings, it was concludedrnthat socio-cultural factors have a grate impact on the participation of Menjo student inrnthe primary schools of the zone.rnCreating awareness about the value of education, providing monetary/materialrnincentives, providing special privileges for Menjo community girls, creating a commonrncollaboration among all stakeholder (NGOs), creating awareness program 10 all nonMenjorncommunity, special provision of land and houses in near by town where schoolrnare established were recommended.