The main purpose of this study was to assess the status of selected public and nongovernmental kindergartens in West Shoa Zone. To this effect, descriptive survey method was employed. Among the 13 woredas of the zone that have kindergarten institutions, six sample woredas were selected purposively based on the number of kindergartens they have and on the basis of their funding agencies. Thirteen kindergartens were selected for the study. Accordingly, all public (3) and community (2) kindergartens were selected by availability sampling met/wd. Four private and four NGO owned kindergartens were selected through simple random sampling technique. 71 kindergarten teachers inc/uding directors were selected using availability sampling technique. Furthermore, 1 zonal and 6 woreda level education experts were selected using purposive sampling technique. Finally, 24 parents of KG children were randomly selected as a source of data for the study. Different documents were also used as secondary source of information. Multiple data collection instruments-questionnaires, interview and observation were used. Quantitative data were analyzed using percentage and descriptive statements. Qualitative data were transcribed and analyzed by summarizing the opinions of the interviewees or by direct quotation of their voices whenever necessCifY to supplement the quantitative data. The study showed that the contents of KG curriculum were irrelevant, essential indoor and outdoor equipment and materials and instructional materials were inadequate, lack of trained teachers, absence of assistant teachers and in-service training, un uniformity of mediulIl of instruction, parents' lack of awareness and (ow participation in kindergartens activities and ve,y limited and insignificant silpportive services of govemment to kindergartens. Conclusively, the status of preschool education was not implemented and found as pointed. out in the policy. Hence, updating the curriculum, using qualified teachers, supplying essential materials, rendering necessary supportive services, and follow up by pertinent bodies to improve the status of prese/lOol education in kindergartens were among the maior recommendations