This study was aimed at examining the congruence between the planning and implementation of the nationally harmonized undergraduate modular English language and literature program in the case of Wachemo and Wolkite universities in Ethiopia. Modularization was adopted mainly to ensure competence-based organization of the programs in Ethiopian higher education institutions, ensure the learner-centered curricula and determine students' workload. In line with modular instruction, it is believed that almost all Ethiopian public universities have the teaching and learning of EFL as a separate program of study, named as English Language and literature. However, the congruence between the planning and implementation of the program with the realization of individuals' views and the challenges is one of the vital steps towards achieving the expected outcomes. Accordingly, 183 participants comprising 22 instructors 159 students and 2 department heads were involved to respond and reflect their views with the challenges. The results revealed that though the participants had a relatively higher view towards the planning, they were disappointed with the incongruence of the implementation with the planning or the major assumptions of the program due to several conceptual and contextual challenges. Students' low English language background, students' low interest to study English language and literature as their field of study, block mode course delivery, low quality assessment mechanisms and instructors' low commitment are among the challenges to impede the implementation. As such, to ensure effective implementation of the program, solutions should be made in accordance with the views and the challenges. Assumptions of modular instruction, conceptual and contextual challenges congruence, implementation, planning, views