Dissertation (MA Education)The study was conducted to assess the testing practices in inclusive primary schools for pupils with disabilities in Tanzania. The study focused on four specific objectives; to examine the techniques of testing pupils with disabilities in inclusive schools, to investigate classroom environment and structure of testing pupils with disabilities, to explore behaviours of teachers in testing pupils with disabilities and to investigate problems facing teachers in testing pupils with disabilities. Vygotsky’s Social Constructivism theory guided this study. Qualitative approach was used through phenomenology design. Purposive and simple random sampling was used to select participants from 10 inclusive primary schools in Dodoma City. A total of 71 respondents of different categories were involved in the study. Data were collected through interviews and observation checklist. Data were analyzed using thematic analysis. The key findings of the study show that teachers applied the front seat, time adjustment and testing instructions techniques during testing pupils with hearing impairment (PHI) and pupils with visual impairment (PVI). Besides, the findings show that there was an unfriendly testing environment which was characterized by overcrowding and shortage of desks. The study also shows that the test structure lacked larger font size for pupils with low vision. Some of the teachers had negative attitudes in supporting pupils with disabilities during the test. Teachers faced lack of testing facilities, lack of teachers’ motivation, lack of testing skills to PHI and PVI and irrelevant curriculum in testing pupils with disabilities. It was recommended among other things, that teachers in inclusive schools need to be equipped with knowledge and skills in testing pupils with disabilities. There is also a necessity to encourage teachers’ behaviour that supports pupils with disabilities in inclusive schools.