The paradigm shift from teacher-centred to student-centred approach is one of the features which were employed in order to address quality issues in most education systems.The basis for this shift in paradigm was necessitated by the need for education systems to produce skillful graduates who would later be able to compete in the labour market.This thesis reports finding about the implementation of Competence Based Curriculum(CBC)in Tanzania,from perceptions and experiences of secondary schools English language teachers in Muheza district.The study was guided by two major research questions;(1)how do English language teachers in secondary schools implement CBC?(2)What are the factors that influence CBC implementation in English language teaching?Using interpretive and constructivist qualitative case study design,the study involved twelve case studies who were purposefully selected from six research sites.Selection of research sites was done randomly basing on easy accessibility due to limited time and nature of study.Data were collected using semi-structured interviews,classroom observation and analysis of English language lesson plans.Following the inductive data analysis approach,data analysis was carried out basing on precise significance patterns which emerged from individual cases.These patterns were later enhanced by putting side by side similar meaning patterns within and across cases.The major findings presented were on such aspects like teachers’ pedagogical decision making during CBC implementation,teachers’ characteristics and students’ involvement in CBC implementation,and constructivist view of knowledge construction.Others include language as a barrier to CBC implementation,teachers’ theoretical knowledge about CBC,teachers’ readiness in implementing CBC,curriculum teaching and learning resources as obstacles in implementing CBC and teachers’ professional development.This study is significant in that it added to the body of existing literature about English language teaching particularly on teachers’ conceptions and experiences in the course of implementing competence based curriculum.The findings from this study contributed to the existing literature by shedding light to concerned organizations that deal with implementation of CBC approaches.Furthermore,the findings of this study can also be useful to teachers themselves in improving English language teaching and learning and other subjects as well.The study recommends for involvement of teachers in decision making processes which is useful for effective implementation,gives teachers autonomy over their teaching.Moreover,the government should ensure that there is sufficient teaching and learning resources in place before embarking in implementation process.Moreover,provision of adequate and frequent in-service trainings to teachers as well as ensuring that there is a balance in what teachers are taught in teacher training colleges and what they are supposed to be teaching in schools.Since the current study focused on English language secondary school teachers alone,further studies may take a different approach by replicating a similar study but conduct a cross sectional kind of study which will involve other levels of education like advanced secondary school.This may provide a wider knowledge on the issue at hand.