Dissertation (MA Education)This study aimed at investigating regular teachers' knowledge and skills for instructional management of pupils with learning disabilities in Kibondo District, Kigoma Region. The study explored whether pupils with learning disabilities are present in regular primary schools and if the teachers are aware of their presence in classrooms. Data collection involved administration of questionnaires, classroom observation, documentary review and the interview tools. The study was guided by Activity Theory (AT) framework and Duke's vision of teaching excellence as conceptual framework. The data collected were analyzed by using the Software Package for Statistical Studies (SPSS) and content analysis whereby raw data were organized and broken into manageable units. The findings indicated that pupils with disabilities are present in regular schools though teachers have had little awareness about their presence and on how to provide appropriate instruction for their learning. It was also found that regular teachers in primary schools had varying knowledge and skills on instructional management of pupils with disabilities. The study was done with an assumption that teaching in a diverse situation; the teachers should possess enough knowledge and skills so as to meet different challenges encountered by the learners due to Learning Disabilities (LD). Recommendations were made for further studies and for the participants after considering the results and conclusions of the study. The following recommendations were made: 1) Comprehensive future study with larger sample/ larger school district to identify the contextual factors that can negatively or positively affect teachers' knowledge and skills on instructional management in diverse school settings; 2) The administration to increase support to teachers in the way of training in order to increase competencies of staff and meet the needs of students with disabilities; 3) The government and the community at large to support change by introducing more inclusive practices in regular schools.