Quality education is education that prepares students to face life, resulting from the presence of a well learning and teaching environment, ample infrastructure and competent teachers. This study explored challenges teachers face in the provision of quality education in secondary schools in Tanzania using Chemba District as a case study. The guiding research objectives were; to examine challenges teachers face in the provision of quality education in Chemba District, to assess the effects on the challenges teachers face in the provision of quality education in Chemba District, to find out intervention measures on the challenges teachers face in the provision quality education in Chemba District. The study employed mixed research approach methodology where both quantitative and qualitative research approaches were used to collect and analyze data during the research process. The study used a descriptive research design and sample sizes of 99 respondents were sampled from ten secondary schools. Moreover the study used both purposive and simple random sampling techniques in selecting the respondents. The research methods used in this study were interviews, questionnaires and observation where open ended and closed ended questionnaires, interview guides and checklist research instruments also were used. Quantitative data collected were analyzed using statistical package for social sciences (SPSS) version 21 while qualitative data was analyzed through thematic analysis. The data analyzed were presented using tables, histograms and figures. The findings of the study revealed that, most challenges facing teachers in the provision of quality education is poor school infrastructures that do not support proper teaching and learning processes. Therefore, this study recommended that the government and other education stakeholder should make sure that they provide enough support like building infrastructure, buying teaching and learning materials and developing teacher’s professionalism.