Dissertation (MA Education)This study assessed the needs for vocational guidance in primary schools in Chato District of Tanzania. It employed mixed methods with cross-sectional survey design together with the use of purposive sampling for DEO, head teachers, and parents, as well as stratified sampling approach for pupils from the 13 sampled primary schools. Semi-structured interviews, questionnaire and documentary review were used for data collection. The sample of the study comprised a total of 273 respondents in the category of 156 primary school pupils (PSP), 16 head teachers, 32 teacher counselors, 68 parents and one DEO. Quantitative data were analyzed using SPSS version 16.0. Qualitative methods were used to analyze information obtained through interviews and documentary reviews. It was found that primary school pupils had vocational needs aspects in terms of gender and their locations. The pupils indicated absence of vocational guidance activities because teacher counselors focus only on personal and social guidance and counseling. It was also found important to provide early vocational guidance to pupils because they are challenged by dozens of vocational problems. The study also revealed the need for more varied training for teacher counselors in order to render the services effectively. It is generally, concluded that primary school education does not prepare youth to be self-reliant because of the lack of vocational guidance; thus, some efforts need to be made. Based on the findings, the researcher recommends for improvement of the quality and quantity of the vocational guidance activities in schools. For example, collaboration among teachers, involvement of parents in career programmes, introducing comprehensive career guidance curriculum and infusion of elements of career guidance in various subjects will help.