This study assesses the Primary Education Development Plan (2002-06) implementation in Tanzania. The specific objectives are to determine the changes in pupil enrollment and number of teachers, the state of teachers’ qualifications, the quantity and quality of Government support to primary schools before and after the five years of PEDP implementation. The study used both the quantitative and qualitative research approaches. The methods employed to collect data were questionnaires, key informant interviews, field observation, focus group discussions and documentary analysis. Findings revealed that, there are some improvements on access, quality, transparency and management of primary education. The Gross Enrolment Ratio has increased from 77.6% in 1990 to 114.4% in 2007. The Net Enrolment Ratio reached 97.3% compared to 58.8% in 1990 (Okkolin, 2006; URT, 2007a). The pupil - book ratio has increased from one book to fifteen pupils in 2002 to one book to eight pupils in 2006 up to 1:5 pupils in 2009. The teacher to pupil ratio has improved from one teacher to ninety pupils in 2002 up to one teacher to sixty three in 2006. The school buildings have also relatively increased in number. The pass rates also showed some improvement from 10% in 2002 to 24% in 2006. The study revealed some challenges including, unfinished infrastructure and pupils over crowded in the classroom, limited financial and human resources, about 5% of the teachers are under qualified, the school management lacked both relevant knowledge and experince and, extreme poverty was found to be the stumbling block to the PEDP initiatives. The study recommended further study to find out the PEDP successes and challenges in the region and Southern Highlands zone at large.