Full-text article.This study examined the predicament of Internal Quality Assurance (IQA) in enhancing teaching and learning process among HLIs in Tanzania. It was conducted in three (3) HLIs namely the University of Dodoma, St John’s University of Tanzania (SJUT) and College of Business Education (CBE). The study largely employed mixed methods approach i.e. qualitative and quantitative approach integrating descriptive survey design. Simple random, purposive and convenience sampling techniques were used in selecting a total of 106 respondents. Data were collected by using interviews, questionnaires and documentary review. Quantitative data were analysed by using descriptive statistics and qualitative data used thematic analysis. The findings revealed that most of the respondents were not sure whether their universities had IQA policy and Quality Management handbook in place or tools/process for monitoring academic programme, academic staff and students‟ assessments. On top of that, it was revealed that IQA directorate/unit did not have access to and use of information pertaining to students‟ characteristics, instructor-students ration and students‟ progression. IQA directorate/unit in sampled universities was facing a number of challenges such as lack of sustainable funding and lack of coordination. In order to strengthen the directorate/unit and the Quality assurance committees (QAC), sufficient budget should be allocated for IQA activities and there should be capacity building aimed at equipping higher institutions with the means to ensure that they maintain the quality of teaching and learning, and policies regarding what should be done to facilitate teaching and learning in higher institutions should be known to every university academic staff.