Dissertation (MA Education)Interaction between teacher and students is an essential part of teaching and learning geography. Perhaps few studies have been carried out regarding classroom interactions in Tanzania on this vital aspect of teaching and learning geography. This study intended to investigate the patterns of classroom interactions in teaching and learning geography in Tanzanian secondary schools in Dodoma Municipality. To do this, 30 geography teachers were selected using purposive random sampling from nine secondary schools in Dodoma Municipality. After obtaining and encoding the data, it was tabulated, analysed and interpreted by using percentage, charts and tables. The study findings point out that despite the fact that teachers understand the importance of effective classroom interactions in enhancing students’ learning, most teachers still dominate the interactions in classroom teaching and learning geography, students are not given enough opportunity to interact with their teachers or among students themselves. This study was significant because its findings and conclusions may stimulate geography teachers to improve their teaching behavior in order to enhance students learning.