The plll]Jose of Ihis sludy was 10 assess Ihe classroom managemenl praclices of leachers in firsl cyclernprimm)' schools of Awi Zone in AmllOra Nalional Regional Slale. More specifically. Ihe Silldy wasrnconducled 10 idenli(jl lhe majorfaclors Ihal affecled Ihe implementalion of classroom managemenl; and 10rnsuggesl possible Solulions Ih cII could help 10 overcome the problems.rnTo conducl Ihe sludy a descriplive survey melhod was employed in order 10 oblain perlinenl iufol"lnaliournconcerning the current status of classroom mallagement practices ill the zone. Five research questionsrnaboul faclors affecling classroom management praClices of leachers and Ihe leachers' experience in Ihernclassroom management were freated. Three main dolo collecting illstruments questionnaire since thernsample size was large, classroom observation fa see the actual practices of classroom management illrnclassrooms and focus group discussion as il is suilablefor use wilh children were nsed. Alllhe 'woredas 'rn(N=5) and Ihe cily adminislralion (N=J) were included inlhe sludy. Oul ofllVo lumdredfifiY- llVO primmyrnschools in Ihe zone, Iwenly five schools were selecled by quola and slralified rondom sampling from eachrn'woreda' and Ihe cily admin islralion. In Ihis sludy all available firsl cycle primm)' school leachersrn(N=243), principals of alllhe sample schools (N=25) aud c1usler supervisors (N= J4) were il/volved il/rnfillil/g queslionl/aires. Regardil/g Ihe classroom observaliol/ len classrooms rol/doml)' selecled from allrn'woredas' alld the cily administration were observed. And focus group disclfssions were held with ollernhundred Iwel/ly sludenls (N= I 20) of len schools Ihal were selecled by slralified raudom samplil/g.rnThe dala collecled Ihrough Ihe queslionnaire were al/alyzed quanlilalively using frequency, percenlage,rnmean, chi-square al/d I-Iesl. The dolo collecled Ihrough classroom observaliol/ and focus grouprndiscussiol/ were qualilatively discussed. The resulls oblained from Ihe sludy showed Ihal Ihere exisled,rnlack of lraining of leachers and Ihe leachers' il/compelence 10 effeclively manage Iheir classrooms,rnshortage of classroom facilil ies and inslmclionalmalerials and I he un col/duciveness of the classrooms il/rnthe firsl cycle primOJ)' schools of Ihe zOl/ e.rnBased on Ihe findings and Ihe discussions Ihe following conclusiol/s and recommel/daliol/s were I/wde. Itrnwas concluded Ihal less alienI ion has been given by aulhorilies of educalion and Ihe communily 10 fulfil!rnIhe classroom malerials al/d facililies Ihal could help leachers 10 effectively illlplemenl classroolllrnlIIallagelllenl cOlllpol/ellls. Besides il IVas cOllcluded Ihal Ihe woreda educalion office alld Ihe Regiol/alrnEducalioll Bureau had lIIuch reliallce 011 Ihe pre-service lraillillg of leachers alld they did 1101 lake Ihernillifiative 10 train teachers 011 classroom management. 171e recommendations inelude lite need forrncOII?i/H/Ous Irainillg of leacileES on....classroQIII lIIallagelllellt alld Ihe lIeed for fuljilllll elll of Ihe lIecessar)"rnclassroom facil ities alld instructional materials to the classrooms.