Techni cal and Vocational Education and Training (TVET) is currently, one of the keyrnissues for the development of human capital based on the princ iple of nat ion bui ldi ng.rnThere is an agreement that the proper training of the youth with different leve ls ofrnscientific and techni cal ski lls will contribute a lot in rea lizing the development goals ofrnEthiopia. The government has des igned a nationwide implementation of midd le levelrnTVET programs. The labor market needs and continuous ly demands qualifiedrnworkforces; the people and institu tions a lso requires about the effecti veness 01' thernprogram (they always evaluate the im plementation process). This stud y, thu s, attemptedrnto understand how those programs were implemented in Addis Ababa by selecting twornpurposefully se lected TVET Institutions; Winget TVET College and St. Mary'srnUnivers ity College. It identifies the core factors that impede the quality or thernimplementation ofTVET program in the City Admin istrat ion.rnFor the execution of thi s study, an Instrumental qua litative case study des ign wasrnimpl emented. In th is case, data were collected through document ana lyses, observati onrnand interviews. To secure and evidenced the data, the researcher used both formal andrnin fo rmal in terviews conducted with students, trainers, princi pa ls, vocat ional counselo rs,rnsupervisors in the enterprises and TVET experts in Add is Ababa City Admini stration.rnThe data gathered during the study revealed that the quality of the implementation of thernprogram is influenced by many factors related to the selection and placement or thernstudents, the des ign and im plementation of the curricula, and the real ity of therngraduates' unemployment in the co untry. The study has indicated that thernim plementat ion of the program in these lnsti tuti ons were marked by: the ava ilab ili ty ofrngreat difference qual ity in the ir TVET program im plementation, the ex istence orrnre latively better implementat ion atmosphere in the pri vate coll eges, and the two majorrnproblems of TVET program implementation are lack of awareness and limited capac ity.rnBased on the find ings, valuable suggestions were forwarded for those stack ho lders whornim ply during the course of the study.rnThus, TVET should incorporate more workplace learning, the lifelong learning, arndiversity of fundin g, a divers ity of de livery mechanisms by increas ing the awareness ofrnthe society and ca pac ity of in stituti ons and teachers in different di rect ions.