A Dissertation Submitted to Mzumbe University Dar es Salaam Campus in Partial Fulfilment of the Requirement for the Award of Degree of Master of Public Administration (MPA) of Mzumbe Universitytraining programmes are conducted in Tanzania with a specific focus on Korogwe District Council. The study had four specific objectives namely (i) to determine teachers’ perceptions and or opinions about the available in-service teachers training programme in Korogwe District Council, (ii)to identify the types of in-service teachers training programmes conducted in Korogwe District Council, (iii)to identify the criteria used in selecting teachers to join in-service training programmes, and (iv) find out the extent to which in-service teachers training programmes are effectively managed. The study was conducted from March through August 2014 and employed a combination of methodological approaches for data collection including, document review, interviews, focus group discussion, and survey. The key findings from this study are that: (i) few teachers in Korogwe District have participated in in-service teachers training programmes; (ii)These training programmes mostly took the form of which workshops, seminars, short courses and education conference; (ii) The criteria used for selecting teachers to attend in-service training included subject of specialization (e.g.science teachers, Mathematics),non-professional teachers (crush programme teachers),and duration of being in services whereby priority was given to long serving teachers. Other key findings are that: (iii) in-service teachers training programme have significantly improved teaching performance and pedagogical skills through improved dialogue skills, lessons planning as well as improved teachers adaptive capacity. Despite the fundamental benefits mentioned above, the study revealed that there are still some shortfalls in provision of in-service training services in Korogwe District. These include:(i) limited training opportunities for in-service teachers,(ii) luck of adequate funding for regular conduction of the training programmes as well as (iii) lack of reference/guidelines for conducting in-service teachers training programmes at the both the district and school level. Other shortfall included (iv) lack of follow up visits paid to recipients of training programmes to collect feedback on the efficiency and usefulness training.