The main purpose of the study was to investigate opportunities that promotedrnthe use of Shinashigna as medium of instruction and challenges that werernfaced in the course of its implementation in some s elected primary schools ofrnMete/eel Zone. To this end, a descriptive survey method was employed to collectrnand analysis data. Based on the nature of respondents, sampling was carriedrnout through random, availability and purposive sampling techniques. Thus, fivernsample schools were selected from Bullen, Dibati, Wombera and DangurrnWoredas. The subjects of the study were 25 teachers, 60 parents, 60 experts,rn100 s tudents and 26 administrators. The data was collected throughrnquestionnaire, interview (structured and unstructured) and observationrnchecklists. The result shows, there is positive attitude of some community andrnpoliticians to use Shinashigna as medium. Enthusiastic feelings of somernShinasha intellectuals, positive support of the local politicians, constitutionalrnrights, language policy and experience observed from other local languagesrnwere some of the opportunities that have promoted the use of Shinashigna asrnMOl. The study also identified some achievements in relative increase inrnstudents enrollment, decrease dropout rate and repetition rates . Besides, thisrnresearch result also indicates, those most likely improved students self- esteem,rnself-expression and motivated class room communication were some of thernpromoting factors. On the other hand, scarce instructional materials, insufficientrntime span given for training of teachers, insufficient participation of teacher inrnplanning, selection, preparation and evaluation of instructional materials andrnlack of awareness of community to the language of instruction were challengesrnof the program .Moreover, lack of general and supplementary materials,rncontinuous follow up, assessment ,evaluation, weak academic institutions andrncentralization of decision making were also the critical problems . Finally, lackrnof need assessment and policy reach were the most important problem. Thernfinding concluded that there is lack of need assessment, instructionalrnmaterials, reference materials, participation of community in d ecision making,rnin-service and pre services professional training in the language. Moreover,rnthere is imbalance between book supply and demand . Further the findingrnconcluded that the language is used for limited purpose, centralization ofrndecision making and dialectical difference exists among woredas. ThernRecommendations suggest that the regional, zonal and local woredarnadministrators should carry out need assessments and complete the necessaryrnpreparations before the implementation of the program .Besides, they shouldrnarrange in service and pre service programs to develop teachers' training,rncreate awareness and participate stakeholders in d ecision making processes.rnFinally, I would argue, all interested development agencies both local andrnintemational should assist the region financially and technically to thernachievement of the goal