r ~ The objective of the study was to examine the alignment of teacher's classroom practice with instructional objectives. It was mainly intended to explore teachers' focus during instruction, their practice of stating instructional objectives and the implementation of assessment technique during instruction. The sample consists of 44 teachers who teach in grade four in 15 first cycle primary schools of Minjar - Shenjora woreda. These sample teachers were selected using comprehensive sampling technique. Questionnaire and observation checklist were used as instrument to gather data. Percentage and mean were used for analyzing the collected data. The result of the study revealed that three-fourth of the sample teachers who teach in grade four of the sample schools did not align their classroom practices with instructional objectives. Most of these sample teachers who teach tn grade four of the sample schools focused more on teaching lesson contents rather than teaching lesson objectives which omitted information about what the pupils will be expected to do with the contents immediately after instruction. In addition to this, almost all of the sample teachers who teach in grade four of the sample schools stated instructional objectives by deriving from the ready- made list of teacher's guide book that redl;jed the capacity of meeting the current status, needs and readiness of a particular gro• of students. This practice also undermined the responsibility of the classroom teachers to determine the learning outcomes and the instructicinal activities that are ;ell matched to the current status, needs and readiness of the students