There has been a public discontent in Tanzania regarding pupils' fluency and competency in English as a foreign language (EFL). The blame has been directed to teachers due to their inability to deal with the said problem. Since handling pupils' errors is a fundamental process of teaching and learning that has the potential of improving pupils' linguistic fluency and competency, this study sought to explore how primary school teachers handled errors in EFL classrooms. The research study used a qualitative paradigm that employed a case study of sixteen teachers from eight schools of the three Municipalities of Dar es Salaam City, that is, Ilala, Temeke and Kinondoni. Data were mainly collected through classroom observations and were analysed using QSR NVivo NUD*IST. The findings revealed that teachers used a variety of strategies to correct pupils' errors .However, some of the strategies employed were unprofessional and could undermine the teaching-learning process. Implications for teaching and learning EFL in the primary schools in Tanzania and the areas for future research have been discussed.