Dissertation (MA Education)Efforts for enhancing students’ learning in schools through integration of effective pedagogies such as project activities are the global concern. Project-based approach (PBA) is conceived to be the most effective pedagogies for meaningful learning when appropriately used. This study investigated teachers’ use of the PBA in the teaching and learning process to surface appropriate measures to effectively use the approach. Specifically, the study examined teachers’ perceptions on the PBA determine the extent to which teachers’ use PBA and finally identify strategies to enhance teachers’ use of the PBA in schools. Four (4) secondary schools and one district administrative offices of Chamwino District in Dodoma Region located Tanzania were used. Forty one (42) participants including 4 heads of schools, 16 classroom teachers, 20 students, 1 district quality assurer, and 1 district academic officer were purposively selected to participate. The study employed case study research design to interviews classroom teachers, heads of schools and district quality assurer. Focus group discussions were conducted to students to get their views when the PBA is used during the learning process. Furthermore, document analysis and classroom observations were conducted to get in-depth information to establish teachers’ use of the PBA in schools. Qualitative data analysis strategies were used to analyse the data. Learning-by-doing theory developed by John Dewey (1859-1952) was used to guide the study. Findings from interview and classroom observation indicate that 07 out of 16 teachers believed PBA can enable students to be creative, critical, active and innovative meaning that that 9 out of 16 do not believe in PBA and perceive it as time consuming process and impedes coverage of the intended syllabus. The findings indicate that teachers only use it for the finalists to get marks for the summative evaluation as indicated in the syllabus. Nevertheless, the study identified lack of teachers’ professional learning opportunities and the large number of students as major challenges obstruct implementation of PBA. Findings indicate teachers’ readiness to learn more about the PBA in order to enhance meaningful learning. The study concludes that teachers have limited skills and competences to use PBA in during the teaching and learning process. To attain meaningful learning by integrating effective pedagogies such as PBA, the study recommends provision of regular professional learning opportunities to teachers.