A 4-year decline culminating in a collapse of school leaver exam results sent shockwaves through the Tanzanian state education system. Students and citizens attribute the collapse to visible deficiencies in classroom teaching, which is the product of a complex, government-administered system of teacher training colleges, schools, schools inspectorate, an examinations council, and a curriculum development institution. A model of the system is constructed and ‘interrogated’ to establish a research framework of key questions and propositions for functional analysis and evaluation of the system.