Tanzania’s recognition of more than 17 categories of special educational needs is raising questions about whether teachers are adequately trained to identify and respond to the different needs of learners in classrooms. The PO-RALG implementation guidelines explicitly require teachers to identify individual learning needs and modify teaching methodologies to support learners. This, he said, makes teacher education one of the most important areas for investment if Tanzania is to turn its inclusive education commitments into classroom realities. Teacher training colleges and universities need to equip future teachers with practical knowledge about the different categories of special educational needs and how they may manifest in a classroom. “We cannot talk about leaving no child behind when 148 local councils lack functional assessment centres.