The purpose of the study was to assess the college community’s attitude, practices and challenges toward the use of Awgni as a medium of instruction at Injibara College of Teachers’ Education. Descriptive survey design and the mixed methods approach were employed.The data were gathered via questionnaire, interview and FGD. To select the survey participants, comprehensive sampling technique was employed for teacher educators and proportionate stratified sampling method with subsquent use of systematic random sampling was used for learner respondents. 59 teacher educators and 323 learners engaged in Awgni as a MoI at the college were participants for the survey questionnaire. The sources of data were the teacher educators, deans, department heads, learners and supportive staff of Injibara CTE. The data analysis techniques used were descriptive statistics (mean and standard deviation), inferential statistics (t-test, one-way ANOVA, Chi Square, Tukey test and Cohen’s d test), and the qualitative analysis (explanation and direct quatation). The research revealed that both educators and learners had shown positive attitude towards the use Awgni as a medium of instruction at the college.The teacher educators’ attitude didn’t show statistically significant difference in terms of gender, level of education, teaching experience, and mother tongue but showed statistically significant difference across departments (language department rated the highest). Learners’ attitude didn’t show statistically significant difference with gender but found to be statistically significant with regard to the department (language department rated the highest) and program (extension students rated the highest). Challenges identified by the educators through questionnaire were student related, administrative and policy related and material resource (input) related challenges with the administrative and policy related challenges being the most severe. However, the challenges identified by the learners were only administrative and policy related challenges. Both educators and learners were found to have the moderate performance of activities related to training in Awgni at the college. Open-ended questions, and interview and FGD protocol questions revealed similar results to benefits of mother tongue based (MTB) education, practices and challenges towards the use of Awgni as a MoI at the college. Benefits of MTB education include: to understand the subject matter better and faster, to transfer language, culture and history to generations, and it is a fundamental human right. Challenges comprised of: deteriorated quality of course modules, lack of reference materials, and absence of necessary follow-up and support by the college administration and Education Bureau of the Amhara Region. The translation of course modules to Awgni was one of the major roles of teacher educators whereas learners’ practices were mainly attending the lessons and doing and reflecting on the project assignments and practicum courses. The college community (except educators of non-Awgni medium) preferred Awgni or both Awgni and English to continue as language(s) of instruction at the college level for teacher training to primary schools where students are Awgni native speakers. The recommendations forwarded include: the need to establish fully fledged Awgni department at the college and Awgni coordination offices from regional to woreda level, to begin secondary school and higher education in Awgni medium and to finance the material preparation in Awgni. Further research is desirable on the attitude of educators of non-Awgni medium and supportive staff, on the attitude-practice-challenege interdependence in using Awgni as a MoI, and on how to resolve the already investigated potential challenges.