This study was aimed at identifying the practices, problems and status of school communityrnrelation through PTA in government primary schools of Addis Ababa city administration.rnThe area of investigation were perception on the purpose and role of PTA, current status ofrnschool community relation, contribution of PTA to bridge school and community, PTArninvolvement in school management and problems associated in promoting school communityrnrelation activities through PTA,rnA descriptive survey method was employed and purposive and simple random samplingrntechniques were used. Out of the 10 sub cities in Addis Ababa region, 5 were selected asrnsample out of which 11 government primary schools were selected randomly for the study.rnData were collected through questionnaire from 165 teachers, 36 school leaders, and 39rnPTA members. Interview with KETB members, focus group discussion with parents andrndocument analysis were conduct to supplement the data from questionnaire. The datarnobtained were analyzed using percentage, mean, one-way ANOVA and post Hoc Comparisonrnof means.rnThe study has revealed that there were differences in perception on the role and purpose ofrnPTA among teachers, school leaders and PTA members. school and community were notrnproperly linked to enhance and improve the teaching learning program and the involvementrnof PTA in school management was not meaningful in leading and controlling the over allrnactivities of the school. Moreover, it was discovered that there were various factors that werernrelated to PTA members, school leaders and teachers, parents, community and organizationrnwhich contributed 10 ill school community relation activities. Such factors can be categorizedrnas lack of training, lack of program and strategy, lack of commitment and lack of awarenessrnon school-community relation activities. Besides organizational and administrative factorsrnlike absence of clear rules and regulations in line with the community participation policyrnhas made significant contribution.rnThe school in collaboration with PTA should involve students and staff in communityrndevelopment programs and in using community resources to supplement the teachinglearningrnprocess. PTA should participate in the management of school at all levels, fromrnplanning to implementation, controlling and evaluaTion of the school activities. Appropriaterntraining should be given to school leaders, teachers, PTA members and parents on how torndesign implement and evaluate school community relation activities. PTA and the schoolrnshould base the promotion of school community relation activities on well designedrnprograms and strategies. Clear rules and regulations, including the duties andrnresponsibilities of each stake should be established to govern school community relationrnactivities. Moreover responsible bodies at all levels of the education system should bernestablished to organize, coordinate and monitor school-community relation programs andrnactivities.