The vetting and evaluation process is important to ensure quality provision of textbooks. Although, vetting and evaluation process is important, the link and functional role of the publishers, Tanzania Institute of Education and the Ministry of Education and Vocational Training, who are the key players in the process seems to be unclear. This study aimed at investigating textbooks vetting and evaluation process in Tanzanian in order to propose strategies that would enhance vetting and evaluation process. The objectives of the study were: to investigate the role of publishers and TIE in the textbooks vetting and evaluation process; to examine factors which are used to approve primary and secondary school textbooks; to examine the differences between the multi-textbook vetting and evaluation process and single-textbook vetting and evaluation process; to examine the challenges faced by publishers in complying with Government’s vetting and evaluation guidelines and to propose strategies that would enhance the vetting, evaluation and approval process. The study was guided by the Value Chain Theory which helps to understand relationship among various textbook publishing activities and how they help to improve the value of the textbooks. The study used a mixed method research design. This study was conducted in Dar es Salaam with a total population of 108 and a sample size of 58 respondents including: educational publishers managerial staff; Department of Planning and Policy in the Ministry of Education and Vocational Training, Baraza la Kiswahili Tanzania (publishing section), Tanzania Institute of Education (publishing section, Vetting Evaluation Section), and key staff of Publishers Association of Tanzania. The respondents were selected using purposeful and judgemental sampling techniques. Open and close-ended questionnaire as well as semi- structured interviews were used to collect data which were then, analysed qualitatively and quantitatively. The major findings of the study were that; the textbooks vetting and evaluation process had not been professionally conducted although there were standard criteria used; and there was no well-defined textbook publishing and provision system as well as vetting and evaluation process which incorporate views of all the major stakeholders with a number of challenges facing the various players involved. There had not been a good relationship, clear communication and well established roles among key players involved in the vetting and evaluation process leading to conflict of interest between TIE and the publishers. The multiple- textbook publishing system was perceived to be more appropriate for the Tanzania education system than a single system. Thus, the study concluded there is a missing link between education system, curriculum development body and the publishing industry which result in ineffective vetting, evaluation and approval process that could not produce quality textbooks. Recommendation were; having an independent professional evaluation board with experienced experts in the field, have a well-defined timetable and effective communication; involving all important players in making important decisions, players should fulfil their duties effectively and make use of the new technology, enacting a book policy and adopting a limited multiple-textbook publishing system and the government should coordinate publishing activities but not participating in it.