The major intent of this study was to examine the extent to which college teachers ' have been p ossibly involved in action research, their knowledge and skills to conduct action research, their attitudes towards action research, impediments which they have possibly encountered in carrying out action research, and some of the solutions to these impediments, in Amhara Regional State. To achieve this objective, a descriptive survey method was employed. In this study data were collected flam teachers and principals through questionnaire, interview and focus group discussion. The questionnaire consisting of 50 items was administered to 104 college teachers whereas the interview was held with 16 teachers and 8 college principals. Moreover, a focus group discussion was held with 16 college principals in two eTE in the Region. From the administered questionnaire 96.2 percent of them were filled in and returned. Depending on the nature and types of the section of the questionnaire, frequency, percentage, mean, standard deviation and chi -square we re employed. As a result, the data gained through the open - ended questionnaire, interview and focus group discussion were analyzed descriptively on the bases of common themes and issues of the respondents' responses. Accordingly, the pictures of the analysE.-s appeared to show that college teachers did not make cons iderable efforts in undertaking action research (i. e., only 6.19 percent of teachers have conducted action research), and most of the teachers also lacked knowledge and skills to conduct action research. Howe ver, the teachers seemed to show positive attitude towards action research as one could possibly infer from the attitudes scale of mean and standard deviation computation (revealed in tables 12, 13, 14 and 15). In addition, lack of enough time, lack of action research skills, lack of encouragement, lack of action research seminars or works hops, lack of action research courses;(less practical training), lack of collaboration, and emphasizing teaching over action research were some of the most serious action research constraints (impediments) reported to hamper the involvement of teachers in action research. To thi[.; end, summary and conclusions were made based on the insights gained from these research findings. Finally, the researcher forwarded some recommendations with the hope of alleviating these impediments and for involved more teachers to get involved in action research