This chapter explores the challenges of balancing access and quality in Tanzania’s compulsory basic education system amidst massification efforts. It traces historical and contemporary policy shifts, highlighting how reforms, such as the introduction of fee-free education and alignment with global agendas, have expanded enrolment. However, the analysis, framed by conflict theory, reveals that increased access has not been matched with adequate educational resources. The chapter uses national statistics to evaluate disparities in student-teacher ratios, infrastructure, learning materials, and examination performance across regions. The findings show significant inequalities, with disadvantaged areas facing acute shortages in essential inputs, ultimately compromising educational quality. The study underscores that the uneven distribution of resources contradicts policy ideals of equity and meritocracy. It concludes by calling for equitable resource allocation, improved implementation strategies, and further research to investigate the impact of resource disparities on student achievement and educational outcomes.