This study examined the impact of the COVID-19 pandemic on teaching and learning in higher learning institutions in Mwanza region, Tanzania. The study intended to find out the positive and negative impact of the COVID-19 pandemic on education, and also to identify the possible measures to overcome the negative impact of this pandemic on teaching and learning process. The study was guided by the social impact theory founded by Bibb Latane (1981). Mixed research approach and an explanatory sequential mixed design were adopted. The study involved 188 participants, and data was collected using interview guide. Content and face validity of research instruments were cross checked by different research expertise. Furthermore, the reliability of research instruments was checked using the split-half technique. The study discovered some positive impacts of the COVID-19 pandemic on the teaching and learning process including a catalyst for integrating ICT in education, and it has caused the higher learning institutions to construct more classrooms. The negative impact of COVID-19 pandemic which was discovered in this study are: slowing down the participation and interaction in teaching and learning, and it has interfered the teaching and learning plans. The study has put forward some of the possible measures to overcome the negative impact of COVID-19 pandemic these are: to strengthen the e-learning infrastructures, constructing more classes, and employ more teaching staff. Then the study recommends that the government of Tanzania and all the educational stakeholders should take education as its number one priority and finance it effectively to ensure a profitable educational process during and after the pandemic.