The emphasis from teaching to learning in Tanzania schools has much to be done. The reform placed the Learner-Centred Approaches (LCA) based on constructivism as a cornerstone for improvement of the quality of education. However, recent classroom studies in primary and secondary schools have revealed great variations in the receptiveness of this initiative. Insufficient teachers’ knowledge of the innovation, lack of libraries and inadequate learning materials were some of the formidable constraints to the implementation of LCA. Similar findings were reported in studies in Botswana and Namibia. With the impressive results on student learning and teacher professional development achieved through Learning Studies in other continents, in particular in Hong Kong and Sweden, it is deemed promising to apply it to Africa, Tanzania in particular, to provide support to teachers for the curriculum reforms. This paper is an attempt to implement a Learning Study in Tanzania secondary schools with the expectation of enhancing both student learning and teacher professional development. It is hoped that a Learning Study model grounded on the variation theory will help the formation of a learning community in school that can help adapt LCA to fit in Tanzania contexts, enhance teacher collaboration and develop students’ capabilities.