This article examines health training in two health projects in rural Tanzania. While trainers initially adopted the role of facilitators under a participatory approach, in practice, their pedagogy blended "banking" and problem-solving models. The domestication of participatory methods incorporated various pedagogical influences, ranging from the colonial period to the era of market reforms, giving problem-solving education its distinct character. This blending of different pedagogical traditions reflects the breaks and continuities in Tanzania's post-socialist landscape.