Dissertation (MA Education)The purpose of this study was to identify challenges facing Beginning Primary School Teachers (BPST) in Mvomero District, Morogoro region in Tanzania. This was a survey research in five public primary schools done mainly through qualitative and quantitative research approaches. The study was guided by Theory X, Theory Y and Symbolic interactionism Theory. A total of 32 participants were selected through purposive sampling and convenience sampling techniques. Data were collected through questionnaires, interview and documentary reviews. Qualitative data were analyzed manually and quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) Version 20. Findings from the study revealed that major challenges facing BPST are inadequate teachers’ houses, long distance from school to social services, lack of seminars, lack of cooperation between school and community members. Other challenges included low motivation, inadequate teaching and learning materials, inadequate guidance as well as support with experienced teachers and heavy teaching load. Accordingly, poor living environment, inadequate and low quality of teachers’ toilets at schools and lack of social services were the biggest challenges faced by female BPST. On the other hand, male BPST faced challenges on lack of respect from community, job allocation problem, inadequate subsistence allowance, frequent change in curricular and syllabi and poor relation with school/ district administrator. Finally, the study suggested that mentoring, verbal instruction, seminars, classroom observation and peer coaching as strategies to overcome challenges facing BPST. The study recommends that the Government of Tanzania should promote education to all stakeholders on challenges facing BPST, so that they can take proper measures to solve and minimize those challenges.