Dissertation (MA Education)Although it took time and personal efforts to convince teachers to participate willingly into two learning study cycles; the study found that teachers valued the learning study, felt that it positively impacted their pedagogical practices and increased student learning by using designed materials in their classes. This study was mainly guided by qualitative case study research approach. This study aimed to address the problem of chronic low literacy skills facing early grade students by designing, developing and try-out selected lesson materials in order to improve Teachers‟ competency based literacy pedagogy by using learning study model guided by Variation theory. During the learning studies, data were gathered through observation, interviews, lesson preparation meetings, lessons video-recordings, teachers‟ journals, students‟ tests and analysis of documents. Purposive sampling was used to select standard one teachers (N= 3), curriculum experts from the University of Dodoma College of Education (N=2), tutors from Mpwapwa Teachers College (N=2), and standard one pupils (N= 160). Results indicated that (i) The quality of the facilitator was among the factors for the success of this study; (ii) there was a significant positive impact of the designed materials to both teachers‟ competence and students learning; (iii) Learning study guided by variation theory increased student learning and motivation; (iv) there was a significant improvement in literacy, Students with literacy problem was reduced from 25 (10%) and 19 (12%) in Pre- test to 9(6%) and 4(2%) during Post- test in reading and writing respectively; and (v) Teachers in Tanzania were not prepared to work collaboratively in lesson planning, teaching, reflections, and evaluation of students‟ learning. The study concludes that, TPD needs to be continuous and sustainable.