This descriptive study aimed to identify primary teachers’ level of difficulty encountered towards teaching mathematics using MTB as a medium of instruction. The respondents in this investigation were 50 primary teachers in Molo District for the Academic Year 2015-2016. The data were gathered utilizing researcher–made Likert type checklist. The following statistical tools were used; means, frequency, percentages, standard deviations, Kruskal – Wallis Test. The result showed that there is no significant difference when the participants were grouped according to the length of service and educational attainment. Generally, primary teachers find teaching mathematics using MTB as a medium of instruction “not so difficult” when taken as a whole and when grouped according to educational attainment and length of service.