This study investigated the role of OPRAS in enhancing teaching and learning in public secondary schools at Sumbawanga Municipal, Rukwa-Tanzania. The study had three objectives: to examine procedures followed in conducting OPRAS, how OPRAS enhance teaching and learning and common challenges in conducting OPRAS. The study was grounded on Goal Setting Theory which states that; goal setting is essentially linked to task performance. The mixed research approach was employed while the descriptive research design was used to guide the study. Target population was 599 subjects. Simple random sampling was used to get 80 classroom teachers from four secondary schools. The researcher used purposive sampling in order to get 4 heads of schools, 1 DEO and 1 TSC officer, who composed the sample size of 86 participants. Instruments used were questionnaires for teachers and interview guide for heads of schools, DEO and TSC officer. Piloting was employed so as to measure validity and reliability. Data were analyzed qualitatively by content analysis and quantitatively were analyzed statistically by use of descriptive statistics with the help of excel program. The ethical considerations were properly followed. On one hand, findings indicated that teachers were properly following the necessary procedures in conducting OPRAS, but there was no enhancement in teaching and learning. They were also faced with some challenges: great number of teachers has negative perception on OPRAS and they lack enough knowledge about OPRAS, unreality of OPRAS in improving academic performance, forms of OPRAS are complicated, consumes time and costing too. It is recommended that, the OPRAS has nothing to do with the betterment of improving teachers’ teaching and learning activities so it can be removed