Dissertation (MA Education)Teaching of young children requires adoption of specific teaching methods to enhance literacy and numerical development. This study sought to explore teachers' use of songs for enhancement of literacy among lower primary school pupils in Tanzania. The study used the qualitative research approach and was guided by three objectives namely to; (a) assess the value of songs as an instructional method from teachers' perspectives, (b) establish teachers‟ awareness about the theoretical and practical dimensions of songs for enhancement of literacy development among lower primary school pupils and (c) explore the challenges associated with use of songs in the teaching of literacy in lower primary school classes. The study used descriptive and exploratory designs to study a sample of 9 teachers and 40 pupils in five primary schools through the use of direct observation, semi-structured interview, focus group discussion and documentary review as data collection techniques. Purposive sampling technique was used to select 9 teachers while simple random sampling was employed to select 40 pupils. Data collected were coded and analyzed thematically. The study findings showed that majority of the teachers value the use of songs in teaching and learning literacy. Also, the pupils indicated that songs were important for their learning. Moreover, the study findings revealed that few teachers were aware about theoretical and practical dimensions of using songs in enhancing literacy. Furthermore, the study findings indicated that intonation, pronunciation, shortage of time, some pupils being not interested with singing, singing causing noise, lack of training and being overloaded by work as some of challenges associated with the use of songs in the teaching of literacy in lower primary school classes. The study thus recommends several actions to be taken, including, among others, school management and policy makers to monitor teachers to follow the syllabus guidelines effectively as well as providing seminars and workshops for inexperienced teachers on the child centered approach. Nevertheless, teachers should be creative to use songs in teaching literacy so as to improve literacy in lower classes. Lastly, school managers and head teachers should promote and motivate teachers as a means for encouraging them to use songs as a teaching method.