This study attempts to show the influences of traditional education, with an emphasis on social constraints targeted at formal education (1941-1991). Although the number of schools had gradually increased, it did not attract local people's interest, especially during the imperial regime (1941-1974), because of its colonial setup that undermined indigenous values. Its attachment to the Orthodox Church, alien culture, and language made Muslims anxious not to subvert their youth's faiths. Derg (1974-1991) somewhat improved access to education through persistent campaigns, though frequent interruptions and ideological challenges made the schooling system unstable. Therefore, traditional education, deeply rooted in local languages and cultures, could fill in the gaps. The study revealed that projects that reject indigenous values never benefit society; rather, they foster mistrust among ethnic groups. The study utilised primary and secondary sources but, due to a scarcity of literature, it relied heavily on oral and archival sources.