Dissertation (MA Education)This research study examined the effectiveness of remedial teaching as an intervention program against low achievement in mathematics among secondary school students in Tanzania. For this purpose, 91participants were involved in the study. Among them, there were 70 Form Two Mathematics students,7Form Two Mathematics teachers, 7 academic teachers and 7 were head teachers from 7 involved public and private secondary schools in Lindi district. The study used a mixture of both qualitative and quantitative approaches and was conducted through descriptive survey design. The collected data were analyzed at two levels namely thematically and comparison of mean differences. The results revealed that remedial teaching as an intervention program against low achievers in Mathematics was effective among secondary school low achievers. However there were higher effectiveness in private schools as compared to the public ones (p<0.05).The study further revealed, numerous challenges hindering effectiveness of the program such as poor teaching environment, inadequateresource materials for teaching, large class sizes and teachers overload, inadequate funding for planned activities, poor participation of the key stakeholders, ineffective teaching methods and limited professional skills, as well as low motivation among teachers. The study also provided recommendations pertinent to policy, practices as well as further research