Dissertation (MA Education)This study investigated the roles of in-service teachers on enhancing teaching skills among student-teachers from Universities during teaching practice sessions in Tanzania. The study was guided by social constructivism theory. It employed descriptive survey design whereby quantitative and qualitative approaches were involved. Six secondary schools and one University were surveyed in Dodoma region in which questionnaires, interview guide and focused group discussion guide were used in the study. Fifty two respondents participated in the study and the data collected were subjected to content analysis through SPSS in which frequency and percentages were used in describing knowledge, practices and experiences. Findings of this study indicated that, in-service teachers have contributions on enhancing teaching skills among University student-teachers during teaching practice. In-service teachers and student-teachers who responded through questionnaires reported that, in-service teachers played important role on enhancing competences in their teaching skills. Academic masters who were interviewed from sampled schools indicated that, during teaching practice, student-teachers gained experiences in their teaching career as they interacted with in-service teachers. These findings were supported by a Teaching Practice (TP) coordinator who was interviewed from a selected University that, in-service teachers had noticeable contribution to student-teachers towards enhancing their teaching skills as compared to their lecturers. The observation was mainly because the in-service teachers assisted them in real environment on what to teach and hence they gain experiences through interaction. The study mainly recommended that, policy makers, programme designers and authorities should specify through guidelines on making the roles of in-service teachers on enhancing teaching skills among student-teachers during teaching practice so as to make intensive and effective teaching practice in Tanzania.