The aim of this study was to assess grammatical errors on students paragraph writing and teachers’ written feedback. The study was carried out in Fasiledes Prepratory School with special reference to grade 11 students. Descriptive research design was employed to address the problem. Both qualitative and quantittive methods of data analysis were utilized. To conduct the study, six English language teachers along with 236 students were choosen using comprhensive sampling and simple random sampling respectively. In order to achive the objective of the study, four data collection tools were employed: testing (paragraph writing), document analysis, questionnaire and interview. The paragraph and the document analysis were the major tools of data collection. The paragraph was written by 236 EFL students who were selected purposively. Students’ questionnaire and teachers’ interview were secondary data gathering tools. The questionnaire was having 28 close-ended items and teachers’ interview was consisted of 6 questions. The document analysis and the teachers’ interview were analyzed qualitatively(discriptively in narative form) and the paragraph writing and the students’qestionnaire were analyzed quantitatively(in frequency, percentage and mean value). The finding of the paragraph writing was limited to ninteen grammatical error types. From the students’ questinnnaire it was found out that there were five mostly committed errors. Besides, the document analysis indicated that the way teachers provide written feedback and it was found out that the EFL teachers did not provide writen feedback for grammatical errors and teachers’ interview revealed that written feedback for grammatical errors was neglected.Finaly, further study is highly recommended to further investige the area.