The purpose of this study was to examine the transformation of indigenous education with respect to gender in Tanzania. The Sukuma Society in Kwimba District was used as a case and the period of consideration was from the 1950s to 2000s. Prior to the advent of European colonialism in the 19th century, Kwimba like other societies in Tanzania had its own education system, which was gender balanced and was regarded as a property of the society as it was inseparable from other activities. The introduction of formal education with colonialism, however, changed the role and function of education among the people, as it brought about gender sensitivity and class distinction in the society. In this study, the researcher used a qualitative approach and applied purposive sampling technique within the targeted population. Information was collected using interviews, focus group discussion and documentary sources. The findings indicated that the traditional educational institutions were self sufficient as they met all the people’s demands. The introduction of formal education changed the mindset of people toward education. People’s conceptions on formal education, especially for girls, were negative. The hostile environment and long distances to schools were identified as among the major constraints for girls in accessing formal education. The study concluded that before introduction of formal education there were no gender disparities in education in Kwimba which started later with the introduction of formal education in the district. Girls’ opportunities to formal education were lagging behind those of boys especially in post-primary levels.