This study has explored the opportunities and challenges of integrating social media into the teaching and learning process of Ethiopian public universities, focusing on the case of Wollo University. The study used a qualitative methodology, specifically a case study research design, to investigate the issue of the current study. Data were collected through in-depth interviews and focus group discussions. A purposive sampling technique was used to select participants for interviews and focus group discussions. Thus, 37 participants participated in the study. Among them 32 were student representatives and 5 were department heads.use and gratification and social constructivism theory were used as a theorietical framework to conduct and analyze this study. The findings indicate that social media platforms such as Telegram, Email and YouTube are widely used by both teachers and students for educational purposes. Participants demonstrated that their university's use of social media for teaching and learning is commendable and valued, yet there is also a need to expand on its current utilization. Besides, social media paves numerous opportunities in teaching and learning, including improved communication, information sharing, collaborative learning, flexibility, cost and time savings, academic and research collaboration, fosters enthusiasm and creativity, as well as smooth relationships among the communicators.Moreover, the study reveals that distractions from non-educational content, lack of responsibility, unethical and informal language usage, lack of feedback, health impact, infrastructure issues, confusion and dependence, blurring of boundaries between students and teachers, and academic dishonesty are found to be the major drawbacks of utilizing social media in the teaching and learning processes. The study emphasizes the importance of self-regulation and management when utilizing social media for educational purposes. To address challenges, the university provides continuous training and education, develops new platforms, and integrates social media into the curriculum beyond its current limited usage. In conclusion, the use of social media in teaching and learning is highly beneficial, enabling simultaneous communication and global connectivity among students and teachers and, fostering collaboration and creativity. However, the university must carefully navigate the advantages and disadvantages of social media usage and promote responsible use in education. By striking a balance, social media can continue to be an invaluable tool in advancing the teaching and learning process in higher education settings.