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In Tanzania, in-service training was implemented to facilitate teachers understanding and implementation of the competency-based curriculum in the English language. This study aims to evaluate whether or not the in-service training was effectively planned to achieve its goals.

The study used a narrative research design that focuses on analysing the story of a particular event, object or programme as it occurred in a specific social context. Thirty-two purposefully selected respondents were interviewed, and data were analysed using the thematic approach.

The study found strengths and weaknesses in the in-service training planning process. The strength included coherence between the need for in-service training and country priority. Moreover, collective participation was promoted since all trainees were English language teachers. Perceived weaknesses included a lack of coherence between training objectives and teachers’ actual needs. Equally, collective participation was limited because trainees taught mixed grades with varied work environments and experiences. Besides, heads of schools were not involved in training planning. Even those tasked with a lead role in cascading training to untrained teachers lacked the confidence and competence to do so.

The study contributes to the body of knowledge by uncovering weaknesses associated with in-service planning in Tanzania. The study calls upon the future planners of in-service training to consider the elements of effective in-service training during the planning and ensure that the views of all stakeholders at the macro and micro levels are assessed for quality programme implementation and better results.