The main purpose of this study was to assess the implementation of group-basedrncooperative learning in Ossie College of Teacher Education. To deal with the problem,rnfive basic research questions were formulated. The research questions were focused onrnthe extent to which group-based cooperative learning methods have been practiced,rnpractical experiences of teacher educators in applying GCL methods, knowledge aboutrngroup-based cooperative learning, attitudes toward GCL and factors inhibiting thernimplementation of GCL. To conduct the study, descriptive survey method was employed. It was carried out inrnteacher's College of Amhara Region and the sample covered only Oessie College ofrnTeacher Education. Purposive sampling was used in the selection of the college and therntraining program (10+3 third year student teachers). By using random sampling 28rnteacher educators and 145 student teachers were selected. The main instrument ofrndata collection was questionnaire. It was also substantiated with interview, focus grouprndiscussions and observations. Mean, standard deviation, frequency and percentagernwere used to analyze the closed ended data whereas qualitative data analysis wasrnused with the data obtained through open-ended questionnaire, interview andrnobservation. The result of the study showed that the magnitude of practicing a variety of group basedrncooperative learning methods in Oessie CTE was low. Teacher educators found tornhave less experience on the necessary skills to practice a variety of GCL activitiesrnparticularly, in preparing students to GCL, assigning students in appropriate groups,rndesigning relevant tasks, monitoring and evaluating GCL activities. Though thernknowledge of teacher educators on GCL is encouraging, student teachers do not havernadequate knowledge as much as expected. The attitude of teacher educators andrnstudent teachers towards GCL is encouraging. The major factors perceived by thernteacher educators and student teachers as impediments to the utilization of GCL werernthe tendency of teacher educators to the traditional lecture method, lack of wellrndeveloped training modules, problem of evaluating each trainee fairly, shortage of time,rnlack of interdependent work among students and lack of adequate training were foundrnto have negative effect for the effective implementation of GCL in OCTE. Finally, the recommendations were given based on the major findings so as tornminimize and if possible to solve the problems encountered in the effectivernimplementation of group-based cooperative learning.