This is a descriptive self-study of my experience participating in IRA's Diagnostic Teaching Project in Tanzania. The paper describes the teacher educators with whom I worked, their responses to IRA's curriculum, and what I learned about Tanzanian people, culture and education. Data are derived from a Likert survey, an open-item questionnaire, and my own observations in teaching a curriculum based on constructivist theory and classroom-based assessment. I found participants to be very receptive about the literacies theories and practices presented, and I describe some of the cultural challenges I faced while teaching there. Although there are enormous obstacles to educational reform in this beautiful country, with such motivated people as those I met in IRA's project, there is much hope for a better future.