Dissertation (MA Education)The purpose of this study was to support teaching and learning Geography in secondary schools through designing and developing Elementary Survey Lessons (ESL) materials in secondary schools in Tanzania. It was noted that teachers had limited knowledge and practical skills on Elementary Surveying Topic. Consequently, students‟ performance in the Geography Subject was noted to be poor compared to other subjects. Again, conflicts over land use are reported in many regions of Tanzania, despite the fact that many students are completing form IV having studied Elementary Survey which is intended to provide them with knowledge and skills for proper land use. Therefore, improving Geography learning is essential and can be a long term strategy in addressing the problems of poor performance in ES and the land use conflicts prevailing in many regions of Tanzania. The study developed the ESL materials through interactive cycles of the action research methodology. A qualitative research approach with some aspects of quantitative approach was adopted.. Classroom trials and experts‟ appraisals were mainly used in scaling up the quality of the materials. A total of 8 experts, three Geography teachers and 136 students in Dodoma Municipality were involved in this study. The quasi experimental research design was used during the assessment of the effectiveness of the developed ESL materials. The data were collected through classroom observation, focused group discussions, questionnaires, interviews, pretest and post-test. The data obtained were analyzed mainly qualitatively while qualitative data were analyzed quantitatively. The findings unveiled that the involvement of various experts, such as curriculum developers, experienced teachers, students and the Survey Practitioners contributed to the development of practicable and effective ESL materials that potentially can develop students‟ knowledge on surveying and ability to use survey equipment for proper land use. The findings indicated a significant difference of groups‟ mean scores of students between intervention school (SA) and Control school (SB) in the post-test, SA having higher mean score than SB. The findings disclosed that the teachers in SA improved their competence in teaching ES lessons practically. The study recommends the ESL materials to be used by Geography teachers to teach ES lessons in Tanzania.