A clinical case study was conducted mainly to document and evaluate achievements and problems in implementing universal primary education (UPE) in Tanzania. The focus of diagnostic aspects of the study was on (1) clarity of UPE objectives, (2) preparation for implementation of the UPE program, and (3) impact of the program on teaching and learning. Of about 20 administrative regions on the Tanzanian mainland, 10 were involved in the study. A total of 141 primary schools and 150 UPE teacher training centers were visited; participating were 150 UPE tutors, 284 UPE teachers in the distance teaching program, 141 head teachers of primary schools, 180 first- and second-grade teachers, and about 600 second-grade pupils from 10 schools balanced by rural and urban area. The main instrument for data collection was a 20-page composite of questionnaires including open-ended questions, attitude scales, statements for ranking, inventories and checklists, observation schedules, and achievement tests in arithmetic and writing. Discussed extensively in this report are the concept and purposes of UPE, trends and constraints in universalization of UPE in Africa, and results of the study. Discussion of results centers on the distance teaching program, classroom environment, a microanalysis in the Kilimanjaro region, viewpoints of regional and district officials, and concerns of teachers. Additionally, issues related to quantity and quality of education are probed, and conclusions and recommendations for action are offered. (RH)