Dissertation (MA Education)This study explored the application of Constructivism Approach in Dodoma primary schools. It evaluated the extent to which Constructivism Approach is used in Tanzania primary schools. The study employed Qualitative Approach, though some aspects were dealt with quantitatively. It is a descriptive case study conducted in six primary schools in Dodoma Urban based on two theories; the Social Constructivism and Cognitive Constructivism Learning Theory. A total of 15 participants were involved in the study. Three of them were school inspectors and twelve were primary school teachers. They were selected through purposive sampling and simple random sampling techniques. Data were collected through questionnaires, observation schedule, focus group discussion and documentary review. The findings of the study confirm that, despite teachers qualifications and their knowledge on constructivism views, there are some teachers with negative attitude about Constructivism Approach. This is because of lack of motivation, overcrowded classes, poor parental involvement in their children‟s learning as well. In addition, lack of enough funds provided to school inspectors and lack of sufficient trainings to teachers are other challenges on the application of Constructivism in primary schools. Based on the findings, the study concludes that owners of those schools should create positive attitudes to teachers and give them proper trainings and seminars. Also, educating parents on the importance of guiding their children to learn at home environment and making follow up in school is paramount.