Dissertation (MA Education)This study sought to assess the status of Adult Education in Tanzania by taking experience from Ilemela District. Specifically, the study was set to investigate the existing adult education supporting structures, to assess the extent of the implementation of adult education, to identify factors influencing the implementation of adult education and to solicit stakeholders‟ opinions on the effective way of improving Adult Education in Ilemela district. The study employed a mixed research approach where both qualitative and quantitative approaches were used. Further, the study employed a cross sectional research design in data gathering whereas the study was underpinned by Adult Learning theory (Andragogy theory) by Malcolm Knowles (1980) and Transformative Theory of Adult learning by Jack Mezirow (1978). Data were collected from 92 respondents who were selected from simple and purposive sampling techniques through questionnaires and interviews. Descriptive statistics was used to analyze data by computing frequencies, percentage, Standard deviation and mean by using SPSS version 20.0. Qualitative data were analyzed through content analysis. The findings of the study revealed that the existing structures supporting the implementation of adult Education are ineffective. Furthermore, the study indicated that Adult Education is moderately implemented. The results revealed that the majority of respondents were not sure on the factors that influence the implementation of Adult Education. Following the findings of the study, it was recommended that the government should provide adequate infrastructures and facilities; foster higher community participation, employ enough and competent Adult education facilitators and improve financial positions of the Adult Education departments.