This paper provides an in-depth examination of the history of education in Tanzania under German and British colonial rule. It is placing in its broader social and political context.The paper focuses on one of the most unique education systems in the Matengo Highlands by then, Songea District in South Western Tanganyika. Education provided by Benedictine missionaries through their philosophy of ora et labora and kusoma Christianity which combined prayer and work managed to produce efficient and competent manpower for colonial enterprises. Using a qualitative approach, data were accessed from government archives (Tanzania National Archives), Peramiho Abbey Archives, Mwanza Zonal Archives, and Parish records. Moreover, the oral interview method explored the major factors and government policies that shaped the character of Matengo Highlands under the Benedictine missionaries and colonial education in general. The paper revealed that missionaries and colonial state cooperated in implementing these policies. It also revealed the African reactions to the educational system. Details concerning the kinds of subjects that were taught and the characteristics of the student body are also included. The findings are relevant to scholars of African history and education in Tanzania and Africa at large. This paper provides new insights into the sociopolitical dynamics surrounding colonialism and the educational system that ultimately supported it. This historical study provides a link to education for sustainable development in the current debates. The paper concludes that, as an ideology of a colonial superstructure, mission education in the Matengo Highlands carried over colonial functions knowingly or unknowingly. Recipients of missionary education in the Matengo Highlands served the colonial enterprises when cultivation of coffee was introduced in the highlands; taught in different schools; worked in health services, civil service, cooperatives, and as extension officers.