The main purpose of this study was to unpack child education in IDP sites in Ethiopia, Debre Berhan Internally Displaced Persons‘ camp. The study further explored differences in Education for internally Displaced Children on the basis children‘s demographic characteristics (gender and location). To this end, an explanatory sequential mixed-method design was used. A proportional stratified sampling technique was employed to select the research participants from the schools. Both quantitative and qualitative data were collected from selected participants. Then, descriptive and inferential statistics, including cross-case analysis for the qualitative data were employed. The findings of the study revealed that quality education, inclusive education, safety and protection, and overall Education for Internally Displaced Children appeared poor. This is due to the absence of sustainable follow ups from parents, school teachers and lack of enough support from schools; that school facility for education; cultural barriers, lack of confidence, engaging on multiple activities, such as family management, child rearing; economic problem; language barrier, and the presence of military clashes among different groups, etc. Based on gender, male IDC showed more access and safety and protection compared with female. Yet, no difference existed on quality and inclusive education. In terms of location, urban IDC experiences better Access to education and Quality education than IDC lived in rural displaced areas. Whereas, there were no differences observed between IDC in their inclusion education and safety and protection. This was because of IDC‘s own negative attitude for education, lack of confidence to go to school, the isolated nature of the rural schools from the center limits them to access varieties of assertiveness training, lack of facilities during the instructional process, poor infrastructure, lack of supervision from administrative staffs and experienced special teachers, and complete lack of government provision and financing of all levels of education, etc. The major factors affecting the implementation of EIDC were categorised into school related, resource related and security related. Accordingly, the concerned personnel at all levels, particularly, REBs, ZED, woredas, in synergy with NGOs and schools level leaders) should take corrective measures to tackle the identified gaps and challenges investigated in this study.