Nyerere understood education as a tool for liberating both an individual and the society; a tool which should liberate an individual socially, economically, psychologically, culturally, physically, intellectually and spiritually. Further, education should add value to learners through effective transformation that lead to the growth of society and development of a nation. The main purpose of this paper was to examine the concept of Education as a Tool for Liberation in Nyerere’s understanding. The paper presents a theoretical framework based on Dewey, upon whom Nyerere’s concept of education for liberation could have taken roots from. Dewey viewed education as a problem-solving process which should liberate not only an individual but also a society. For him, a genuinely liberated society could be more splendidly achieved through education which must change as per the changing needs and prerequisites of the evolving society. The paper also covers various elements of education as a liberating tool. Nyerere brought out various liberating elements of education including psycho-physical elements, mentalmoral elements, socio-political elements and economic elements of education. Given Nyerere’s understanding of education, this paper is expected to provide a more realistic view of education as a liberating tool that should be used to address various contemporary societal issues