The overarching purpose of this research is to investigate how andragogical assumptions are being implemented in the IFAE program in Debark City Administration. Qualitative case study design was employed to guide this research. Data were collected from five IFAE facilitators and five adult learners through interview and observation. The facilitators and the adult learners were selected using comprehensive and purposive sampling techniques respectively. The data obtained from interviews and observations were analyzed using thematic analysis. The finding of this research reveals that andragogical assumptions were not implemented in the facilitation process. The facilitation process was reliant on the traditional pedagogy. The terms Andragogy and andragogical assumptions were strange for facilitators and they did not know how andragogical assumptions are implemented in the facilitation process. The facilitators did not incorporate the learners’ needs and interests and they did not make learners to participate in the selection of learning contents, facilitation methods, assessment and evaluation methods. The facilitation methods employed by the facilitators were facilitator centered. The assessment methods were not participatory, collaborative, and authentic. Hence, the facilitation process did not promote participatory and experiential learning which is incongruent with the andragogical assumptions. The challenges encountered in the implementation of andragogical assumptions were problems related with the facilitators, lack of flexible schedule and comfortable classrooms, problems related with the adult learners, lack of integration of stakeholders, and lack of resources allotted. There is a need to recognize the role of andragogical assumptions for effective facilitation process so that to provide quality and relevant IFAE.