This research focused on An Evaluation of Implementation of In-Service Teachers Training Programmes in Secondary Schools in Ulanga district in Morogoro region – Tanzania. This study follows the result of lack of regular and continuous in-service teachers training in many education institutions in Tanzania. This resulted into poor education service delivery because many teachers are not kept on ever changing teaching/ learning needs and making the effective to their profession. The central aim of this research is to evaluate the implementation of in-service teachers training programmes in secondary schools in Ulanga district in Morogoro region. Mixed research approach was employed in this study, whereby both quantitative and qualitative approaches were used. Questionnaires, unstructured interview and documentary review were used to collect data. Probability sampling and purposive sampling were used to select respondents of the study. Descriptive analysis (analysis through words) was used to analyze qualitative data whereas tables, figures, frequencies and percentages were used to analyze quantitative data. The findings revealed that few teachers in Ulanga district participated in in-service training programmes in a form of a workshop to science teachers only. Supports were given to teachers who attended training in terms of funds and materials. There was also a follow up visits to schools after training to see whether teachers are implementing what they learned in a workshop. Moreover the study found that in-service teachers training improved teachers’ pedagogical skills, lesson preparations, practical preparations and their teaching competence and confidence in schools.