Dissertation (MA Education)The Performance of English language subject in secondary school has persistently been poor. This study sought to investigate the factors associated with students’ poor performance of English language subject in secondary schools and to establish the strategies that can be adopted to improve performance of English language subject in secondary schools in Magu district council in Mwanza Tanzania. The study sought to determine the school based factors that affect students’ performance of English language in secondary schools, socio-cultural factors that affect performance of English language in secondary schools and personal factors that affect performance of English language subject, and established the strategies that can be adopted to improve performance of English language subject. Descriptive survey research design was adopted for the study. The target population was 131 respondents which comprised of Form Three secondary school students in Magu district council, 18 English language teachers, 100 secondary school students, 10 parents and 3 head teachers. Data was collected by use of two questionnaires; students and teachers’ questionnaires and interview which was used to head teachers and parents. Factors contributing to poor performance include under staffing, inadequate teaching/ learning materials, lack of motivation and poor attitudes by both teachers and students, retrogressive practices. It is anticipated that the findings of this study will give curriculum developers new insights into emerging issues on performance and influence the Ministry of Education and vocational training on policy formulation. Students are also expected to benefit from the findings; because improved English language performance will give them opportunities to improve performance of other subjects like history, geography biology and other related courses in higher institutions of learning and middle level college.