The main purpose of this study was to identify and assess the practice, problems and prospects ofrnNon-formal (basic and junior level) TVET program in TVET Colleges of SNNPR The TVETrnColleges included in this study were Hawassa and Arbaminch TVET colleges randomly selectedrnfrom four TVET colleges implementing the NF-TVET program integrating with the formal TVETrnprogram. In this study descriptive survey method was employed to conduct the study. Thus, 156rntrainees, 90 trainers and 5 TVET offiCials (2 deans, 2 vocational counselors and I regional TVETrnagency official) were selected by using stratified random sampling' and purposive samplingrntechniques respectively. The instruments used in this study to gather data were researchrnquestionnaire, interview, observation and document review. Questionnaires were distributed torn156 trainees and 90 trainers while interview was conducted with two TVET college deans, twornTVET cc !!ege vocational co unselors and one regional TVET agency official. The data collectedrnwas analyzed using statistical tools such as percentage, mean and rank order. The finding of thernstudy revealed that the lev el of awar eness and readiness of trainers, trainees and leaders towardsrnthe NF-TVET program wa s low. Th e study also revealed that the participation of stakeholders inrnthe implementation of th e NF- TVET program in the TVET Colleges was low. Thefindingfurtherrnrevealed that the adequacy of the resource (human, material and financial) to implem ent th ernprogram in the TVET Colleges was low. Furthermore, lack of awareness and readiness towardsrnthe NF-TVET program, low stakeholders participation in the implem entation of the program,rnshortage of training budget, inadequacy of relevant training materials, la ck of proper conductingrnof labor market and tra ining assessment, low management competence of leaders, lack ofrndocumentation and inform at ion database system of the program and low follow-up of trainees atrnpre-, during and post-training were identified as major problems of th e program implementationrnprocess encountered whi ch need serious improvement. Moreover, high demand of youth andrnadults for training, es tablishment of MSEDA, availability of s takeholders supporting thernprogram, . introduction of credit services for train ed youth and adults, availability of policy andrnstrategy documents supporting the program, high demand of investors for semi-skilled manpowerrn. and capacity of TVET Colleges to provide training (during day, evening, weekend, holidays andrnsummer time) were iden tified as prospective grounds to implement the program in the TVETrnColleges as well as in th e region. Finally, in light of these findings, several recommendationsrnrelated to mvareness, parlicipation, capacity building, and others are forwarded.