This study examined the quality of technical and vocational education and training service delivery practices at polytechnic colleges in the Amhara Regional State, as perceived by students. A sequential explanatory mixed-methods design (QUAN→qual) was employed. Quantitatively, 896 randomly selected students completed a modified SERVPERF survey measuring the five SQ dimensions: tangibility, reliability, responsiveness, assurance, and empathy. Qualitatively, semi-structured interviews were conducted with 10 purposively selected key informants and analyzed thematically. Descriptive statistics, one-sample t-tests, and one-way ANOVA were applied for quantitative analysis. Results revealed that the overall mean SQ score (M = 2.84, SD = 0.65) was significantly below the acceptable threshold (t (895) = -7.31, p < .001, d = 0.23), with tangibility recording the lowest mean score (M = 2.76, SD = 0.77, t (895) = -9.25, p < .001, d = 0.29). A significant gender difference emerged in responsiveness, with female students reporting higher perceptions (M = 3.03) than their male counterparts (M = 2.80, t (894) = -4.25, p < .05, d = 0.28). Perceived SQ also varied significantly across occupational fields, with ICT and garment students reporting more favorable perceptions, and across colleges (F = 6.97, p < .05, η² = 0.03), with students from Debre Markos, Burie, and Debre Birhan colleges reporting relatively higher perceptions. Qualitative findings corroborated these results, revealing critical inadequacies in physical facilities, tools, and equipment that hindered practical training. The study concludes that the quality of TVET service delivery practices is insufficient and varies considerably across fields and institutions. These findings urge policymakers and providers to prioritize investments in modern machinery, tools, and equipment, and planned maintenance to improve practical training infrastructure and overall service delivery