Textbook vetting and evaluation process intend to ensure that the materials provided are relevant, of the required quality, suitable and would enhance learning efficiency and effectiveness. The paper investigates the role publishers and Tanzania Institute f Education (TIE) in the textbooks vetting and evaluation process; examines factors used to vet, evaluate and approve primary and secondary school textbooks in Tanzania and proposes strategies that would enhance the textbook vetting, evaluation and process. The study used a mixed method research design. Respondents were selected educational publishers; MoEVT, Baraza la Kiswahili Tanzania, TIE, and Publishers Association of Tanzania. Questionnaires and semi-structured interviews were used to collect data which were analysed qualitatively and quantitatively. Major findings of the study were: textbooks vetting and evaluation process is not professionally conducted although standard criteria have been established. There is not well-established roles among key players involved in the vetting and evaluation process leading to conflict of interest between TIE and the publishers. The study recommends establishing an independent professional evaluation board and a well-defined timetable and effective communication among various players; enacting a book policy and adopting a limited multiple-textbook publishing system.