Dissertation (MA Education)This study investigated the pre-primary education curriculum implementation in Kongwa district: teachers’ concerns for improved practices in selected public primary schools in Kongwa district, Tanzania. The study was guided by the following objectives: challenges teachers face in the implementation of the pre-primary education curriculum, the causes of challenges teachers face in the implementation of the pre-primary education curriculum, and the effective strategies teachers can use for effective implementation of the pre-primary education curriculum in Kongwa district. The research was guided by Vygotsky's historical-cultural activity theory and employed a qualitative research approach informed by a phenomenology research design. The study employed semi-structured interviews, observation and documentary reviews as methods of data collection. A total of 30 informants made of 18 pre-primary teachers and 12 head teachers were purposely involved in the study from 12 public primary schools. The Interpretive Phenomenology Analysis (IPA) data analysis approach was used. The findings indicate that effective implementation of the pre-primary education curriculum is challenged with inadequate teaching and learning materials, limited in-service training, shortage of classrooms, overcrowded classrooms, and low cooperation from the community. High enrolment due to the implementation of the fee-free educational policy strategy and limited community awareness were mostly identified as causes of prevailing challenges. The analysis reveals several strategies pre-primary teachers could use to improve the implementation of a pre-primary curriculum. These strategies included the use of learning strategies putting the learner at the centre, continued provision of in-service training to teachers, raising community awareness, and ensuring schools are resourced with teaching and learning materials. The research concludes that the pre-primary education curriculum implementation is faced with myriad challenges impacting teachers’ initiatives in its practice. It is therefore recommended that all key education stakeholders join hands for collective efforts to address them for effective implementation of the curriculum and child preparation for primary schooling.