The mechanisms through which differential access to education in Kilimanjaro has been manipulated to insure the reproduction of a local ruling class are examined. Section I describes the regional advantages which have made Kilimanjaro the most educated area of the country. Section II discusses the church role in education prior to and following independence in 1961. The relationship between geographic and ethnic differentiation within Kilimanjaro is described generally in section III, followed by a more detailed description of ethnic and class groups in sections IV and V. Links between the ruling class and state institutions, which have produced a bureaucratic bourgeoisie, are discussed in section VI. Section VII analyzes Kilimanjaro's economic dependence upon coffee production and concludes that social mobility and the relative economic development of the area obscure class differences and minimize social and educational demands of the lower classes. Section VIII identifies class formation, ruling class perpetuation, and underdevelopment as mechanisms through which differential access to education has been manipulated in Tanzania and concludes that educational policies adopted by Tanzania and other African nations will determine which segments of society will govern by determining who will attend school. References are included in the document. (Author/DB)