Thi the i re earch tudy i ' entitled "Factor ' Affecting the Implementation of tudentrnentred Learning Approach in Business Courses Instructions in TVET: The ases of t.rnMary ' Univer ity ollege and Entoto TVET College. IJ The purpose of the study isrnprimarily fo as e to what extent tude nt-centred approach i being implemented in bothrnTVET ollege and to identify factor affecting its implementation. The desired level ofrnpractice in TVET program is that 70% instructional time is to be student-centredrn(practical learning) while only 30% is left for instructors to provide theoreticalrnorientation, possibly through lecture method. Thus, for intensive investigation, thernfollowing ba ic research questions were raised and attempted: I) what do thernrecruitment criteria and profe sional identity of instructor look like? 2) Are therninstructor well acquainted with student-centred approach? 3) Is the class size and setuprnmanageable for in tructor ' to implement student-centred approach? 4) Are therernufficient equipment and facilites in tho e institutions that promote student-centredrnapproach? 5) What is the extent of implementation of student-centred approach inrnbusiness in truction? Questioner were developed and pilot-tested. Finally certainrnmodifications were made and then they were distributed to both students and teachersrnselected for the study. The population sizes of these respondents, respectively were 590rnand 63, of which only 177(30%) and 50(80%) were sampled and contacted in thatrnsequence. tratified sampling technique was employed to address respondentsrnproportionally from three departments selected for the study, namely: Accounting,rnMarketing and SSOM All (IOO%) questionnaires distributed to students were returnedrnand analyzed while only 43(86%) of the questionnaires di tributed to instructors werernreturned and analyzed. The following major findings were obtained from the study: J)rnTeaching experience and CPA were primarily considered as recruitment criteria andrnthus industrial experience does not get due emphasis. The professional identitiesrn(compositions) were found to be on the desired balance only for three departments:rnAccounting and SSOM at SMUC and SSOM at Entoto TVET College. 2) Mostrninstructors do have pedagogical background but were not well acquainted with studentcentredrnapproach during their training. Pedagogical background and teachingrnexperience alone were not found to bring significant difference in implementation ofrnstudent-centred approach. 3) The class size and set-up were found to be inconvenientrnfor implementation of student-centred approach in those institutions. The former is morernserious at MUC while the latter is more persisting at En to to TVET College. 4)rnInstructional facilities and equipment were found to be insufficient in both institutionsrnand this was found to bring about negative implications on student practical learning. 5)rnThe intention to provide 70% practical training and 30% theoretical orientation wasrnfound to be not implemented to this extent because in classroom instructions maximum ofrn30% practical learning and minimum of 70% theoretical orientations were beingrnpracticed in most business instructions provided in those in 'titutions. To thi end, thernresearcher made some recommendations that are supposed to promote tudent-centredrnlearning in business courses instruction.