Dissertation (MA Education)The purpose of this study was to assess the implementation of learner-centered teaching approach (LCTA) in Tanzanian rural secondary schools. The specific objectives were: to determine teachers' and students' perceptions on the implementation of Learner-Centered Teaching Approaches in secondary schools; to identify the strategies used by teachers in implementing Learner-Centered Teaching Approach in rural secondary schools and lastly was to find out the constraints hindering the implementation of Learner-Centered Teaching Approaches in the secondary schools located in rural areas. This study used descriptive survey design. The qualitative research approach was employed. The study comprised of 66 respondents selected through simple random and purposive sampling techniques. Data from the study were gathered through the interview, Focus Group Discussions (FGD) and observation. Those data were analyzed through content and thematic analysis. The findings of this study revealed the learner centred strategies in the T/L processes used to improve learners‟ skills and knowledge. The strategies can make learners to be creative, critical thinkers, active and problem-solvers of their own problems as well as the problems facing their entire society. Also, the findings showed that students understand well the lesson when lecture, group discussion and at the little bit debate were used as strategies related to the implementation of LCTA. The study also revealed that there is a need for the government to equally provide a fund for buying adequate instructional materials and facilities such as textbooks, teaching aids and laboratory equipment like chemicals and apparatus. Moreover, it was revealed that teachers opined that LCTA was the better teaching strategy than the old teaching methods like teacher-centered approach (TCA). The study concluded that teachers should be included in decision making regarding educational matters such as policy making in education and curriculum amendment because they are the only ones who interpret and implement the curriculum in their classrooms. This situation may result in the effective implementation of LCTA in secondary schools located in rural areas as well as in the whole country.