This study sought to establish the factors that contribute to remedial teaching in primary schools in Kahama Town Council in Tanzania. The study was guided by two theories: Gean Piaget Cognitive Development Theory and Constructivism Learning. Under mixed research approach, a descriptive survey research design was adopted. A sample size of 100 respondents participated in the study. Using descriptive survey design, the study surveyed randomly 50 pupils and purposively 1 District Education Officer (DEO), 1 Ward Education Officer (WEO), 3 Heads of Schools, 12 school class teachers and 3 parents. Methods used to collect data were questionnaires and interviews. The study established that poor attendance of pupils at school due to illness, poor coverage of the syllabus, preparation for examinations especially national examinations and truancy of the pupils. Also, it found that remedial teaching is the government strategy towards improving quality of education and output in primary schools. Further, the findings disclosed that the class lessons not well understood, helping the slow learners, enhancing syllabus coverage to the teachers, enhancing self-learning to the pupils and improvement of the pupils’ skills and knowledge in learning would be good ways to reduce the need for remedial teaching in primary schools. Moreover, it was realized that factors that hinder remedial teaching in primary schools include: inadequate teaching and learning materials, incompetence of the remedial teachers, lack of effective monitoring and evaluation, overcrowded classrooms and lack of incentives for teachers. Despite of these challenges, the study suggests to do remedial teaching in primary schools for improvement of students’ learning.