Constructive alignment of instruction, Learning Outcomes (LOs), and assessment has become a hallmark of assuring the quality of student learning at all levels. Particularly at HEIs, proper alignment of the three guarantees students mastery of the required competencies. The purpose of this study was, therefore, to examine the extent to which learning outcomes and learning activities were aligned with instruction, and assessment practices. The study employed a quantitative approach. Data were collected using two sorts of questionnaires from 72 teachers and 94 students at two purposely selected Ethiopian universities. The results have shown that the expected alignment was to a little extent. Specifically, the level of: 1) guiding teaching-learning by a clearly articulated LOs 2) aligning LO, teaching/instruction, and assessment 3) guaranteeing learners awarded grades signify learning outcomes and 4) aligning the assessed tasks (knowledge, skills, and attitude) to a clearly articulated LOs for the levels of achievement were not to the required level-implying that very little conscious efforts were made to constructively align LOs, instruction, and assessment to bring quality learning. It has, therefore, been recommended that all pertinent parties should make determined efforts to guarantee proper alignment of LOs, instruction, and assessment to result in quality learning of students.