The purpose of this study was to investigate Practicum Actors‟ Conceptions and Practices in Implementing Primary Teacher Education Practicum in Amhara Region Colleges of Teacher Education, Ethiopia. To this end, a convergent (concurrent) parallel design was employed. Quantitative data were collected using a close-ended questionnaire from randomly selected 799 (290 prospective teachers, 257 teacher educators from four colleges of teacher educations (CTEs) and 252 placement school teachers working with these Colleges of Teacher Education. The qualitative data was simultaneously collected from 60 participants (36 for interviewes and 24 for FGDs) selected using purposeful sampling. Classroom observations and document analysis were also soures of qualitative data.The quantitative data were analyzed using descriptive as well as inferential statistics such as one sample t-test, independent sample t-test and one way ANOVA while qualitative data were analyzed using thematic analysis. The findings revealed that the overall understanding of the three practicum actors was significantly lower than the expected level with varying level: poor (for prospective teachers and placement school teachers),but slightly higher average (for teacher educators).Their understanding was not in line with the reflective practitioner model of teacher education rather it was based on the tradition alapplied model. Actors‟ understanding (except for TEDs to some extent) was either in line with the traditional model or far from conceptualizing knowledge, learning or teaching in line with the reflective practitioner model. It was found that knowledge was considered as readymade to be transmitted to learner, while learning was understood as receiving that readymade knowledge. Moreover, teaching was considered as a process of transmitting knowledge. On the other hand, despite differences among each actor‟s level of practices, the practice of the three actors (prospective teachers, placement school teachers and teacher educators) was found to be much lower than the expected level.The support of placement school teachers and teacher educators was generally low across all phases of practicum, the practices of prospective teachers was also found to be much lower in all phases. When the researcher compared PTs‟ practices across phases, PTs‟ practices in the fourth phase was relatively better, followed by the third phase and the first phase respectively. The second phase with much of its activities unattempted was the least practiced level of PTs‟ practice. Lack of interest and commitment among PAs, poor academic background of PTs, lack of awereness, and inadequate support from PSTs and TEDs, inadequate time, weak partnership between CTEs, and hosting schools and unfavorable conditions for PTs (such as lack of guidance and support from PSTs and TEDs, difficulty to communicate with PSTs and TEDs, absence of effective support from College of Teachers‟Educations and hosting schools, in effective orientations of CTEs) were identified as major challenges affecting the practices of practicum.These findings implied that there is a strong need to re-consider the teacher education practicum program structure in general and its main actors‟ conceptions ( level of understanding of reflective practicum), and their practicum implementation process in particular to improve primary teacher education practicum practices in Amhara Region colleges of teacher Educatoin