Dissertation (MA Education)The study examined the influence of School Based Management (SBM) practices on students‟ academic performance in public secondary schools (PSS) in Tanzania in Kongwa district. Specifically the study explores the SBM practices, constraints and strategies used to enhance students‟ academic performance in public secondary school. The study employed qualitative research approach and multiple case study design in which was used to gather data. Data were collected through semi-structured interviews, focus group discussion and documentary review. It involved 67 respondents includes; 1 DEO, 6 school heads, 24 teachers and 36 students. The findings of the study disclosed that SBM practices that were used to enhance students‟ academic performance in public secondary school were provision of text books, provision of meals in school, teachers‟ commitment in teaching and school based test and examination. Also the constraints were shortage of funds, shortage of science teachers, poor supervision of teaching process and lack of motivation for teachers. The SBM also employed the strategies used to enhance students‟ academic performance that were; The increase of budget in PSSs, effective teaching, good cooperation between teachers and motivation for teachers. The results implies that high performing in PSS, qualified teachers, provision of text books, enough budget, conducive teaching environment and teachers insisted formative evaluation and students‟ academic performance progress. The study concluded that the government stakeholders and parents together should provide materials and moral support to PSS so as to insure the students‟ academic performance. Therefore the study recommended that the government should provide enough funds to enable the heads of school and teachers to sustain and monitoring effective teaching and learning process for easy implementation of SBM in public secondary schools in Tanzania.