The purpose of the study was to assess the practice and challenge of ABE curriculum implementation in south Gonder Zone of Amhara Regional State. The assessment attempts to examine the ABE curriculum composition (complexity and explicitly), the competency and the commitment of curriculum implementer, and the conduciveness organizational setting for effective implementation of the curriculum. To serve the purpose, descriptive survey method was employed to collect relevant data from four randomly selected woredas, of which 12 ABE centers (three from each woreda) were selected purposely. All facilitators (38) and trained supervisors (25) and non-formal experts (9) were the major sources of data. Questionnaire, classroom observation and interview guide were employed as data collection instruments. All the close-ended questions of the questionnaires were analyzed quantitatively using frequency count and percentage. The data obtained from other open-ended questions were used to triangulate with quantitative data. The findings of this research indicated that all ABE curriculum implementers in the study areas have adequate educational qualification, but as they lacked skills and commitment towards the curriculum and its implementation. The curriculum materials were well organized and contain adequate number of specific learning objectives, on the other hand, its lack adequacy related to student evaluation and lack flexibility to allow for exploration of related topic. The ABE organizational setting and the classroom facilities were not conducive for effective implementation of the curriculum. Thus, problems related to the curriculum, the low level of competency and commitment of the implementers, inefficiency of the organizational setting and the inadequacy of resource materials, and facilities need immediate improvement for effective functioning and success of the ABE program