Governments (federal and regional), curriculum workers, school principals, and teachers in Ethiopia need to promote the professionalism of teachers by way of injecting the spirit of ¿teacher as researcher¿ in the professional culture of teachers in secondary schools. Teachers also need to be encouraged to reflect on their teaching, to carry out action research in their classroom context, to engage in professional dialogue with their colleagues, to open their classroom and treat their school as a base of change. Both federal as well as regional governments need to encourage and help secondary school teachers to develop their understanding and sense of ownership of the policy / curriculum and subsequently how to implement in their own classroom context. Successful curriculum implementation is ultimately the result of teachers¿ understanding and translation of innovation in to classroom practice. This in turn requires our teacher education policy / curriculum to value and incorporate the spirit of ¿teacher as researcher¿ as its major paradigm. It is also a right time to look for alternative implementation models