Dissertation (MSc Nursing Education)Cultural practices, mainly taboos and beliefs, are frequently cited to influence the uptake of healthcare services among women during pregnancy and childbirth. Education through accessible platforms is a major means to mobilize the society and overcome unpleasant cultural practices. The existing methods that are used to empower the pregnant women during pregnancy include lecture and demonstration methods. However, this method has been critiqued to be able to enhance pregnant womens knowledge on obstetric danger signs and antenatal care. Other scholars recommend on innovative and participatory teaching methods to facilitate education on obstetric danger signs and antenatal care. Hitherto, video is a significant platform that can integrate and scale-up pleasant traditional practices in the mode of Culturally Contextualized Audiovisual Teaching (CCAVT) which may help to disseminate knowledge among women on Obstetric danger signs and antenatal care. Designing and testing the efficacy of culturally contextualize audiovisual teaching materials in improving knowledge on obstetric danger signs and antenatal care among indigenous women of reproductive age in Hanang district Northern Tanzania. The study employed single group quasi-experimental design with a sequential mixed-method approach. Qualitative design was used to explore the feasibility of the intervention while quantitative design determined the effect of the intervention on knowledge about obstetric danger signs and antenatal care among indigenous women of reproductive age. Data were analysed through a statistical product for service solution, version 23.0. Descriptive analysis was used to establish frequencies and percentages of socio demographic characteristics of the participants. A paired t-test was used to compare knowledge score on obstetric danger and antenatal care between pre-test and post-test set at 5% level of significance. The findings are presented in frequency, percentage, standard deviation, confidence intaval, p value, t value, β value and f value. The mean age of the study participants was 30.3+7.90 years. Most of the indigenous women were farmers about 81(69.2), primary school level of education 65(55.6), married 101(86.3). At base line intervention 71.8% had poor knowledge, 28.2% had good knowledge on obstetric danger signs and 56.4% had poor knowledge on ANC, 43.6% had good knowledge. Paired t-test on ANC showed mean knowledge before and after 4.11(9.27), 14.74(4.56), CI= 8.73, 12.54 and p value <0.001 and paired t-test on obstetric danger signs showed mean knowledge score before and after 3.62(4.16), 14.06(3.23), CI= 9.41, 11.46 and p value <0.001. Further analysis was done; multiple linear regressions analysis was conducted to determine the predictor for change with increased knowledge score. The results indicate that the post test intervention was statistically significant (p< 0.001, β =0.200), r² = 0.197, F = 2.201). Qualitative findings showed the indigenous women of reproductive age uses cultural practice, beliefs and norms to address antenatal problems like hebal medicine to indice labour, uses corn flour mixed with cold water to stop bleeding and uses mouth to suck meconium or secretions for the aspirated baby after birth. Culturally Contextualized Audio-Visual Teaching have a potential of increasing knowledge of indigenous women about obstetric danger signs and antenatal care. The indigenous women’s knowledge significantly increased following the introduced intervention training through CCAVT method. Findings suggest that the CCAVT is feasible and can be adopted and integrated into health education programme during antenatal care visits among indigenous women of reproductive health in Tanzania.