This study aimed to investigate the integration of contemporary geographic issues in Grade 9 and 10 Geography textbooks and classroom Practices. A mixed research approach with a con- current embedded research design was employed. Thus, secondary school Geography textbooks, Grade 9 and 10 Geography teachers, and students found in East Gojjam and Awi Administrative Zones were used as samples of the study. While the purposive sampling technique was used to select Grade 9 and 10 Geography textbooks, the multistage sampling technique was used to se- lect teachers and students as samples of the study. Therefore, Grade 9 and 10 Geography text- books, 72 teachers, and 348 students were used as samples of the study. To collect data from these samples, document analysis, survey questionnaire, in-depth interview, and classroom observation were used. Both quantitative and qualitative data analysis techniques were used to analyze the data collected through these instruments. While the quantitative data were analyzed through frequency, mean, percent- age, rank mean, one-sample t-test, Friedman Rank Order Test, repeated measures of ANOVA, and mul- tiple regression, the qualitative data were analyzed through thematic analysis. The findings reveal that although the textbooks integrate contemporary geographic issues that are prevalent at the local and glob- al levels, these issues were not integrated in ways to enhance students‘ knowledge, attitudes, skills, and participation in the issues in a balanced way. The findings also reveal that contemporary geographic is- sues in the classrooms were integrated at the lower level, and the effect of integrating these issues in en- hancing students‘ literacy of contemporary geographic issues in the classrooms was not significantly sus- tained. Finally, it was found that while teachers‘ years of teaching experience, training programs, and material quality were significant predictors for the integration of contemporary geographic issues, teach- ers‘ literacy of these issues and their qualifications were not significant predictors of integrating these issues in Geography lessons. The data obtained from in-depth interviews also reveal that a shortage of time, lack of digital literacy, limited administrative support, and insufficient opportunities for profession- al development affect teachers‘ levels of integration. These findings imply that effective integration of CGIs in geography education relies more on the presence of material quality, continuous professional development, and practical training programs. Thus, these findings pedagogically imply that educational systems must involve in investing well-qualified resources and design hands-on professional develop- ment programs