ABSTRACT The main objective of the study was examining the alignment of teachers' classroom practice with instructional objectives. And the study was focused mainly to investigate teachers' practice of aligning classroom activities to instructional objectives during the teaching learning process which include deriving and stating instructional objectives, teaching methodologies and implementing assessment techniques during instruction. To reach on same conclusion the .. research questions which examine teachers stating instructional objectives, their concentration while they are teaching (on contents or objectives) and the teachers' assessment technique were • used. The population of the study was the grade eight teachers who teach in 5 second cycle primary schools of Injibara Town Administration and 38 teachers were taken as a sample of the study by using comprehensive sampling technique. Questionnaires, structured observation ch~c_klist and document analysis was used as instrument of data gathering tools. The data was analyzed by using both Quantitative and qualitative methods. The result of the study indicated that teachers with highest and least experience have difficulty of understanding the difference between general and specific objectives. Almost all sample teachers focus on covering contents ar;; do not give emphasis to instructional objectives while they are teaching. The study also in~ated that the sample teachers state instructional objectives which are not found in the curriculum and teachers guide, they simply state by their own without making task analysis. -The assessment techniques are implemented for the sake of formality and they are not designed to check the achievement of instructional objectives. In addition to this, the teaching methodology of the observed teachers was influenced by traditional method of teaching and can not enable the students" to think critically. All these investigations show that there is problem of alignment between teachers' classroom practice and instructional objectives. To alleviate this problem, schools need to be managed by instructional leaders who have the ability to manage the teaching learning environment. So educational institutions at all level and other partners should work to build these appropriate instructional leaders.