The major purposes of the study were to explore change and continuity of themes and perspectives on Ethiopian History in the hi story curriculum of the depaltment of hi story at AAU and analyze fac tors determined changes and continuities. In addition, how far Ethiopian history in the curriculum utili zed hi storical research outcomes and the extent of achievement of social inclusion were assessed. To this end this study employed qualitative case study as a design and sec ured information from hi story educators at AAU, participants with PhD in hi story outside AAU, fourth year hi story students, curriculum educators at AAU, and ex pelts in higher education curriculum at the MoE through semi-structured interview. All available curriculum documents of the department of history from 196 1- 2006 were used as sources of data. Data was collected using semistructured interview and document analyses. This study revealed that several curriculum changes had taken place due to internal and external factors. Major changes which introduced new perspectives and inclusion of social and economic history in better scale through time were basically the outcomes of government changes. Minor changes, which are not as such substanti al, had taken place within the period of the single government due to internal fac tors. Therefore this study argues that all the changes introduced in to Ethiopian History in the curri culum of the department at all levels were not able to challenge effectively the continuity of political history as dominant theme and the nationali st perspective. As a result the curriculum of the department fai led to be adaptive to most of the research outcomes on Ethiopian History and was not responsive for the quest of social inclusion. This situation can be improved if there is national guide line for hi story curriculum in higher education taking in to account Ethi opian diversity and pertinent laws and policies. In addition, di scussion and cooperation among hi storians with differe nt interpretation of Ethiopi an past, balancing knowledge, society and learners interests in the curriculum and effectively utili zing all relevant research outcomes on Ethiopian peoples past would facilitate the improvement process