Dissertation (MA Education)The study reports the findings of 'Influence of Learner-Centered Teaching Approach (LCTA) onteacher preparation in Diploma in Primary Teacher Education in Zanzibar' .Applying qualitative and quantitative approaches, the study sought to respond to the major research question: How does learner-centered teaching approach influence teachers' preparation in Zanzibar? From this main question, there are three sub questions: (a) towhat extent has learner- centered teaching approach influenced teacher preparation in Zanzibar? (b) What are the teachers' perceptions on learner-centered teaching approach? (c) What challenges do teachers encounter in using learner-centered teaching approach in their classrooms? Data were collected using questionnaires, classroom observation, interview and documentary review[the teaching portfolios of teachers were reviewed]. Data were analyzed on specific meaning pattern that emerged from cases. Themes were developed by comparing and contrasting meaning patterns within and across the case. Findings reveal that teachers have positive perceptions about the use of leanercentered teaching approach in teaching and learningprocess. Challenges including the following:large class sizes, overloaded syllabi, lack of relevant teaching and learning resources, sporadic in-service professional development of teachers and tutors. All these hinder the use of LCTA in classrooms. In addition, classroom observation revealed that, the majority of teachers using chalks and boards in facilitating student learning. It is recommended that efforts should be taken by theMinistry of Education, Science and Technology to address these challenges.This can be done by allowing teachersand tutors to use LCTA in teaching and learning processes in primary schools in Zanzibar and in Tanzania at large.