The purpose of this study was to investigate the physical education teacher’s competency on students' learning practices in the case of central Gondar zone secondary and preparatory schools of Amhara Regional State, Ethiopia. A descriptive survey method was employed to conduct the study. The sampled schools for this study were Kinfaze Begela, West Belessa, East Belessa, Gondar City, Gondar Zuria, and Wogera secondary and preparatory schools. From the total 38969 students, 396 secondary and preparatory school students were sampled by using the simple random sampling technique, and the results were determined by using the stratified simple random sample determination formula, i.e., nh = (Nh/N) n. 55 physical education teachers and 20 school principals, also selected by using the purposeful sampling technique from grade 9 - 10. The total number of samples that were taken for the research was 471. Both qualitative and quantitative methods were used to analyze the information collected through different data collection instruments. The questionnaire instrument consisted of four scales: (i.e. planning, implementation, personal and social, and motivational) competencies. Simple random, purposive, and stratified sampling techniques were used in the study. The results showed that the participants’ levels of their educational competencies varied between low and high. The findings showed that there were significant differences in the physical education teachers’ levels of their educational competencies based on their experience and academic qualifications. The information was collected through questionnaires, interviews, and observation. The quantitative data obtained through a questionnaire was analyzed and interpreted by using SPSS version 25.00 by mean, standard deviation, percentiles and frequencies. The data from interviews and observations, on the other hand, were presented, analyzed, and interpreted qualitatively in a narrative format. Therefore, from this finding, the researcher recommended that physical education teachers should have planning competencies, implementation competencies, personal and social competencies, and motivational competencies for their teaching learning process of PE.