The quality of experiences in the early years, impacts on the quality ojrnlater life. The initial life experiences may enhance or retard futurerndevelopment. By providing essential skills and exp eriences, preschoolrneducation, lays a firm foundation for children to develop fully in all aspectsrnas competent and responsible citizens. As a res ult, the issue was sornconsidered in education and Training Policy of Ethiopia to address thernneeds of preschool children. In Oromia, the policy has been adopted andrnserves as cornerstone to guide basic issues that preschool educationrnshould address in the region. The main objective of this stLldy was,rntherefore, to analyze the policy and practice of preschool education il1rnOromia Regional State by taking the case of Borena Zone to suggest somernpossible means and ways for further improvement. To conduct the study,rndescriptive survey method was employed. Eleven Kindergartens werernselected on the basis of sponsorships using stratified sampling.rnAccordingly, the data sources were kindergarten teachers, directors,rnclassrooms, and outdoor play areas. Besides, pertinent experts Jrom zone,rntown administration, Woreda education offices, and parents were alsornused as data sources on purposive basis. Fu rt. her, relevant regional andrnnational education policy documents were used as cornerstone referencesrnof information. Questionnaire, observation, interview, Focus GrouprnDissection (FGD) & Document analysis were used as instruments in datarncollection. Quantitative data were analyzed using percentage andrndescriptive s tatements coupled with the summQlY of qualitative data. Thernstudy found out that the objectives of the curriculum lack focus to addressrnthe development of the children, the relevance of the contents to meet th.erngrowing needs of children was found to be low, essential indoor and outrndoor equipment and materials and instructional materials wererninadequate, scarce of assistant teachers and lack of in-service training,rnlow of parent participation in kindergartens activities and very limited andrninsignificant supportive services oj government to kindergartens.rnConclusively, the status of preschool education was no implemental andrnfound as pointed out in the national policy and regional standards. Hence,rnupdating the w rriculum supplying essential equipment and materialsrnproviding in-service training, s trengthening the bOlld between parents andrnkindagw-tens, rendering necessQly supportive services, and folloi.u up byrnpertinent bodies to improve the status oj preschool eciucation in.rnkindergartens were suggested. Purther investigation in other setting wasrnalso recommended.