The main jJ1II1Jose of this study was to assess the practices of teaching portfolios 111rnprofessional development of second cycle primary schools of Addis Ababa. Portfolios havernreceived a great deal attention in educational process these days as they can documentrnteachers' participations in CPD and quality improvements in the class room. However, theirrnimportance is realized only when portfolios are effectively and properly developed Teachingrnportfolio is a recent innovation in Ethiopia and it need~ to be assessed how it has beenrnmanaged at schoollevel.To accomplish the purpose, the descriptive survey method was usedrnData were generated through questionnaire from 84 teachers in six schaals at six sub-cities,rnthrough interviews with 3 kebele educatian team leaders, 3 sub-cities educatian autharities, 3rnprinCipals and 3 vice principals, by facus graup discuss ian with 8 key teachers and also. pamrndocument analysis. The data abtained were described quantitatively and qualitatively with thernhelp of the available literatures in the study. The data obtained through these instrumentsrnhave been analyzed and interpreted using percentages, chi-square and descriptive statements.rnThe findings indicated that inadequate training, insufficient knowledge of key teachers, lackrnaf suppart and motivation and lack of fallow-up activities from the relevant educatianalrnautharities and lack af commitment and initiative an part af the teachers have affectedrnteachers in using portfolias for the improvement of class room instruction. Due to. majorrnlimitations mentioned above, the participants lacked abilities and knowledge to reflect onrntheir plans, were unable 10 show the pracess of learning activities and the evidences inrnchanging their practices and students' peliarmance in their portfalias, lacked ability to.rnidentifjl the purpases of assessment and evaluatian methads to. assess the progress afstudentsrnas well as teachers and were unable to lise the feedbacks pravided to teachers far therncontribution af enhanced learning. These were the majar problems of teachers observed inrnthis study. Ther~rore, it is apparent that the practices of portfalios have velY lillierncontribution in enhancing the CPD activities and quality of education. No. teaching methodl'rnand different activities had been abserved in their portfolias which led the students to. thinkrncritically and solve prablems. This cauld be an impact in achieving the desired goalsrnindicated in the current Education and Training Palicy. In arder to alleviate sllch problems,rnintensive training on partfolio, motivation, clase supervision, clear guidance and supportrnshauld be provided pam the cancerned relevant education offiCials and teachers must feelrnownership on partfolios use to ensure the successfid implementation of partfolio.