The purpose oj this study was to assess the practices and problems oj implementing schoolrnimprovement program in second cycle primary schools oj South East Zone oj TigrayrnRegional National State. To accomplish this purpose, the study employed a descriptivernsurvey method. South East Zone has Jour woredas. Out oj these woredas, three woredas,rnnamely Seharti Samre, Enderta and Hintalo Wejerat were randomly selected to have anrnequal chance oj being selected. Thus, two primary schools from woreda Seharti Samre, threernprimary schools Jrom Enderat and Jour primary schools from Rintalo wajerat, that is, a totalrnoj nine second cycle primary schools were selected using random sampling technique. Inrnaddition, 108(82%) school teachers using stratified random sampling able to get morernprecise inJormation; 36(44%) Parent Teacher Student Association (PTSA) members usingrnpurposive sampling; 180(4%) oj students with the possible inclusion oj both sexes werernselected purposefUlly Jrom each second cycle primary schools and grade levels who madernschool self-evaluation and since these students understand the questionnaire to reply and 6rncluster school supervisors and 6 woredas supervisors were selected using purposivernsampling. The data gathering instruments included questionnaires, interviews, documentrnreviews and observation oj classrooms and school environments. Data obtained throughrnquestionnaires were quantitatively described and interpreted using ji-equency counts,rnpercentages, mean values and chi-square tests. The result oj the study indicated that: thernschool improvement program during its preparation was lack oj awareness or clearrnunderstanding with relative weighted mean value oj 2.92; the practices oj schoolrnimprovement domains have been implemented moderatly in line with the school improvementrnprogram Jramework based on each perJormance indicators with relative weighted meanrnvalues oj 3.52 (except school community involvement domain with relative weighted mean ojrn3.18, which is near to the average values); considerable number oj activities Jor schoolrnimprovement conditions lack the necessary awareness about their practices; and majority ojrnproblems encountered in implementing school improvement activities had been negativelyrnaffect the school improvement program with relative weighted mean values oj 2.51.rnFurthermore, it can be concluded that there is lack oj clear understanding in implementingrnoj school improvement domains; low involvement or commitment oj school communities andrnstakeholders and poor system oj monitoring and evaluation mechanism hinder properrnimplementation oj school improvement program. Finally, it is recommended that the regionalrneducation bureau, the woreda education office in collaboration with NGOs, universities andrncolleges need to take wise decision making to provide long and short term trainings tornenhance the practice oj school improvement program and schools should also provide shortrnterm trainings and experience sharing activities. Besides, school leaders and supervisorsrncollaboration with school teachers should exert maximum effort in providing effectivernlearning outcomes.