Dissertation (MA Education)This study focused on exploring stakeholders’ commitment to the implementation of student -teacher enrichment programme in Tanzania. Specifically the study aimed at investigating the stakeholders’ attitude towards STEP in primary schools, to determine the impact of STEP on pupils’ performance in primary schools, and propose the possible strategies to enhance the implementation of STEP in the primary schools. The study used qualitative paradigms in data collection and data analysis procedure. Data were collected through interviews, questionnaire and documentary reviews from 57 participants. The participants of the study were students, teachers, head teachers, parents and City Basic Education Officer from Mbeya City. The findings of this study indicated that the implementation of STEP faced various challenges, including lack of extra teaching allowances, poor working and living conditions, poor parents support, poor pupils’ attendance and lack of teaching and learning condition. Based on the findings, it was concluded that the goals of STEP implementation in primary Schools in Tanzania can only be achieved if the Government effectively support the programme and if the Education and Training Policy (ETP) is constantly and successfully implemented from national level to school. The study recommended that the Government should work together with other educational stakeholders to find ways to solve various challenges that STEP implementation are facing in order to make the programme effective.