Abstract: This study explored the effectiveness of teachers in implementing learner-centred pedagogy (LCP) within public secondary schools in Bukoba district. The study was guided by three objectives: to investigate the competences of teachers to effectively implement LCP; to explore the challenges encountered in the process, and finally the necessary support required for successful LCP in public secondary schools. A mixed research approach was applied with an embedded research design. The study applied Learner-Centred Theory of Education which was proposed by Jean Jacque Rousseau (1712–1778). The study involved 76 teachers, 96 students, 5 heads of school, 5 Ward Education Officers, 1District Education Officer, and 4 Quality Assurance Officers. Participants were carefully selected using both stratified and purposive sampling techniques. The study collected data through questionnaires, interview guides, and observation checklists. Qualitative and quantitative data were analysed using thematic approach and SPSS version 21, respectively. The findings revealed that some teachers are less competent in LCP within the school environment. Furthermore, the research reveals the deficiencies in the current curriculum design and examination processes, language barriers, overcrowded classrooms, professional inadequacies, and resource shortages. The study recommends that the government should take proactive measures, including provision of adequate resources, comprehensive curriculum reform, and alignment of national examinations with LCP principles. Also, the study suggests increasing the duration of each instructional period under LCP to 60 minutes from 40 minutes and allocating a more substantial budget to the education sector. These measures are essential for the identified obstacles and successful implementation of LCP in secondary schools, particularly Bukoba district.