Nowaday, the practice of mother tongue instruction is common in most of the regions inrnEthiopia. Despite this Afar Regional State yet had not made it practical. Thus, the essencernof this study was to assess hinderingfactors to use Afarigna as a medium of instruction inrnthe Primmy Education System of the Region. Hence, Zone one, and three WoredasDubti,rnAysaita and Afambo out of eight woredas in this zone, were selected purposivelyrnon the basis of physical accessibility, familiarity to the researcher and proximity to thernregional center. Among 44 primmy schools in these woredas-seven (out of 21), four (outrnof 14), three (out of 9) i.e.14 primmy schools were selected from each woredarnproportionally using simple random sampling technique due to homogeneity of thernregion. In employing a descriptive survey research method, the study made use ofrnquestionnaire, interview and focus group discussion to solicit information ji-om 94rnteachers, 112 students, 28 parents, 14 school principals, eight Woreda and RegionalrnEducation Officials, two local linguists and two .Regional Government representatives.rnBesides, document reviews were made in collect daia. The quantitative daw collectedrnusing questionnaire was analyzed based on ji-equency counts and percentage and thernqualitative data was analyzed by summarizing the words of respondents. Accordingly, thernfollowing major findings were obtained i) the absence of native primary teachers, lackrnof native curricular experts and lack of initiation and decision by the decision makersrnhampered to use Afarigna as a medium of instruction; ii) The legal policy and therndevelopment of the language (Afarigna) factors were found to have no hindrance to usernAfarigna as a medium; iii) Afarigna as If medium at primary level was a highly well comernand eagerly awaited issue among all parents, learners and teachers; iv)The existingrnsituation in Afar region was found rich in terms of opportunities to use Afarigna as arnMol; and v)The ongoing efforts made t6 use Afarigna as a working language and schoolrnmedium was deservedly considerable. Th~reajier, it was conch/ded that lack of decisionrnand commitment of decision makers were the key inhibiting factors about the issue underrnconsideration. Finally, the decision makers as well as those who involved in the educationrnsystem at different level should be initiated and committed to implement the languagernpolicy in the region was recommended.