This study deals with the alignment of English language text book content objectives with teacher prepared class room test at Shire, Endabaguna and Semema preparatory schools in the year 2009 E.C. The main objective of the study was to clarify the level of test with objective alignment in the preparatory schools, and to suggest possible solutions. To indicate the level of alignment, six topics were analyzed qualitatively and quantitatively by taking them from the text content directly and the test items prepared to assess the contents. The topics were; reading and comprehension, writing skill, listening and speaking skill, critical thinking skill, sequencing skill and grammar focus skill. These topics were seen by the test item’s depth of knowledge, range of knowledge and balance of knowledge and the lesson plan teachers prepared for their daily teaching-learning process. The results showed that the tests prepared by teachers at the three preparatory schools have lower than expected minimum depth of knowledge, range of knowledge and balance of knowledge. They also have low alignment with objectives. It was checked that teachers have no strategy on the alignment of objectives with tests and there was also no follow up by the education quality assurance committee with regard to assess the tests alignment with objectives based on the Webb models’ criteria’s that that measure the alignment of text book content objectives with classroom tests. These are depth of knowledge, balance of knowledge and range of knowledge that can help to improve teachers up on their skill on test construction. To solve these problems, the following recommendations were forwarded; Teachers have to prepare strategy that can guide them how to balance the assessment of their students with regard to the cognitive demand of the course. Teachers have to prepare table of specification that can help them to decide which questions should be prepared for which objective. Constructing a blueprint or matrix (also called a “table of specifications”) could be helpful to determine if the content and objectives are in the same proportion on the text as they were addressed during instruction. Teachers have to gain continuous training on how to construct test that is based on the objectives. Throughout the country the curriculum designers have to put the test standards in line with the contents, the education quality assurance committees of REB have to take strict follow up on the alignment of tests with objectives on the three cluster preparatory schools.