The overall purpose of this study was to investi gate the current implementation status of SIPrnprogram in East Showa zone of Oromia Regional State. The study employed descriptive surveyrnmethod. Both quantitative and qualitative data were collected from Dugda Bora and Ade'arnworedas. Both primary and secondary data sources were used. The primary data sources werernschool teachers and stud ents from the two Woredas. The school principals, School ImprovementrnCommittee (SIC) members, and clusters ' supervi sors were a lso the primary data sources.rnPertinent documents were reviewed and used as secondary data sources. The populations of thernstudy were 49 male and 15 female teachers, and 222 male and 118 female students of sixrnselected second cycle primary schools. School princ ipals, SIC members and clusters' supervisorsrnwere a lso the data sources. Engli sh and Afan Oromo versions of self-administeredrnquestionna ires, interv iew guides, FOD questions and observation checklist tools were used torngather the data. The result showed that the learn ing and teachi ng activities to implement SIP inrnthe sampled schools was in a moderate status. The overall performance of school leadership tornimpl ement SIP was not strong. The status of sampled schools in preparing safe learn ingrnenvironment is moderate and encouraging. The involvement of community in school affairs wasrnlow. However, the study revealed that girls are not free of threat and discrimination whi lernattending th eir educat ion in the sampled schools. On this point, the teacher and studentrnrespondents were differed sign ificantly in their responses. Hence, th is needs fu rther research.