The study was undertaken to examine factors that affect the academic achievement ofrnfemale trainees in teacher training institutes of Ethiopia. In order to examine thernprevailed factors that have contributed for low academic achievement of female trainees,rntheir enrollment trends and academic achievements for the last two years were presentedrnand compared. Then, factors which were believed to affect academic achievement ofrnfemale trainees such as institutional and structural factors, socio-cultural, psychologicalrnand personality factors were stated and treated in view of the objectives of the study.rnThe subject of the study were 185 male and 158 female trainees, 39 male and 6 femalernteachers , 3 principal and 3 REB officials. Data relevant to the study were collectedrnthrough questionnaire, interview and document analysis. The collected data werernanalyzed by using percentage, mean and standard deviation. Moreover, the chi-square, zrnand t-tests were employed to see the degree of conformity between male and femalernrespondents to the prevalent of the problem raised.rnThe study revealed that there has been an equal enrollment between male and femalerntrainees and there was a significant academic achievement difference as measured byrnCGPA between male and female trainees, in favor of males, for the years 2001/ 02 andrn2002/03. As the study disclosed, institutional and structural factors such as lack ofrneffective gender committee and guidance and counseling service, lack of adequaterntextbooks were the major factors evidenced to contribute to low academic achievement ofrnfemale trainees.rnOn top of this, language difficulty, low self-esteem, lack of achievement motivation andrnbeing dependent in the teaching-learning process were also evidenced as detrimentalrnfactors for the low academic achievement of female trainees. However, socio-culturalrnfactors such as gender differentiation and stereotype in the teaching-learning processrnwere not indicated as influential variables.rnTherefore, suggestions such as refining the recruitment and selection criteria andrnprocedure and strengthening the performance of female student at primary andrnsecondary level through possible interventions such as providing supplementaryrnmaterials, tutorial program, incentives and guidance and counseling were forwarded asrnlong range solutions. On top of thiS, special tutorial classes at the beginning of therntraining program, continuous guidance and counseling services and additional learningrnmaterial like handout should be organized and available in the institutes. At the time ofrnadmission, institutes should also prepare massive induction program and assertivenessrnand gender training to all trainees.